A Study On The Information Literacy Of International Chinese Language Teachers

In the face of the growing needs of overseas Chinese language learners,the changes in international Chinese language education ecology under the influence of the pandemic and the relative shortage of teaching resources and teachers,international Chinese language education and teaching is currently undergoing a great and profound revolution.In this revolution,information literary,as the quality and ability to acquire,use and develop information in the information society,should become the essential quality for international Chinese teachers in the new era.Accordingly,improving the information literacy of international Chinese language teachers is not only a necessary requirement to meet the development trend of education at home and abroad in the digital era,but also a realistic need to effectively guarantee the quality of international Chinese language teaching classes,and a necessary condition to promote the sustainable development of international Chinese language education.Existing studies show that information literacy is closely related to teachers’ personal teaching level,teaching reflection ability,and teaching efficacy,and has a certain impact on students’ independent learning ability and learning quality.From the perspective of teachers’ professional development,information literacy runs through the whole process of teachers’ work and life,and is reflected through their teaching behaviors.Research and practice prove that teachers’ information literacy level has a direct impact on classroom teaching effect and learners’ core literacy.At present,domestic scholars’ research on information literacy in the field of education is mostly focused on primary and secondary school teachers,which take international Chinese language teaching as the research field,but fewer of them take international Chinese language teachers as the research object.Thus,this paper investigates the current situation of international Chinese language teachers’ information literacy,and tries to explore the internal and external factors that affect international Chinese language teachers’ information literacy,in order to provide new perspectives and ideas for improving international Chinese language teachers’ teaching ability,enhancing international Chinese teaching effect,and promoting the sustainable development of international Chinese language education.This paper takes 158 overseas in-service international Chinese language teachers as the research object,uses questionnaire survey and interview method to conduct research,and uses SPSS24.0 and Nvivo 12.0 software to respectively conduct quantitative and qualitative analysis of the questionnaire results and the interview contents,so as to obtain the distribution of international Chinese language teachers’ information literacy and its influencing factors,and finally puts forward targeted suggestions on how to effectively improve the information literacy of international Chinese language teachers according to the results.The results of the study show that the overall level of information literacy of international Chinese language teachers is moderately high;among the four dimensions of information literacy,from high to low,they are information ethics,information awareness,information competence and information knowledge,among which the average of information competence and information knowledge is lower than the average of the overall level of information literacy;in the dimension of information consciousness,the average of information emotion factor is higher and the average of information application consciousness factor is lower,and the gap between the two factors is large;in the dimension of information knowledge,the average of the three factors is not high,among which the average of educational technology knowledge factor is the lowest;in terms of information competence,the average of the three factors of information acquisition ability,information release ability and information processing ability is higher,while the average of the factors of information communication ability and the ability to use information tools is lower and lower than the average of the information competence dimension;in the dimension of information ethics,the average of its own information ethics factor is higher,and the factor of transmitting consciousness is lower.In terms of influencing factors,teachers’ teaching philosophy,schools’ information technology equipment conditions and training had the most significant effects on teachers’ information literacy levels.At the same time,from the perspective of individual factors,the study found that there was a significant difference between the age factor and the information literacy level of international Chinese language teachers,with a significant negative correlation,that is,the information literacy level of international Chinese language teachers decreases as their age increases;from the perspective of external factors,there is also a significant difference between the number of training and the information literacy level of international Chinese language teachers,and there is a significant positive correlation,that is,the more training the international Chinese teachers participate in,the higher their information literacy level will be.In addition,the study also found that individual factors such as educational background,teaching age and other external factors including the type of teaching area,environment,school and students also have a certain impact on the information literacy level of international Chinese language teachers.Finally,based on the above research results,this paper puts forward targeted suggestions on how to effectively improve the information literacy of international Chinese language teachers from the perspective of teachers,schools and higher authorities from the bottom up,providing some reference for future teaching and research.