Research On The Current Situation And Improvement Strategies Of Rural Secondary School Teachers’ Information Literacy In The Era Of Education Informatization 2.0

The "Education Informatization 2.0 Action Plan" was promulgated by the Ministry of Education in 2018.It puts forward higher requirements for teachers’ information literacy,emphasizing the improvement from application integration development to innovation leadership.At present,the state vigorously builds an informatized ecological environment for rural education,carries out rich teacher informatization training,provides a good information environment and learning platform for rural secondary school teachers,and provides a good opportunity for the development of rural secondary school teachers’ information literacy.However,the information age has led to changes in educational concepts,learning styles,and the roles of teachers and students,which has brought great challenges to the improvement of rural teachers’ information literacy.In this context,how to seize the opportunity to cope with challenges and improve the information literacy of rural teachers is the top priority in promoting the informatization of rural education.In order to explore the information literacy improvement strategy of rural secondary school teachers in the era of education informatization 2.0.In this study,the teachers in rural secondary schools in Chaoyang District were taken as the research objects,and the teachers were surveyed and interviewed from the five dimensions of teachers’ information literacy,the school information environment,and the training of information technology application ability.The current problems of information literacy of rural secondary school teachers have been found to be: Teachers lack the awareness of cultivating secondary school students’ information literacy,the level of information knowledge is uneven,the initiative of information technology and education and teaching integration practice is not strong,and the ability of information innovation is insufficient;The software and hardware facilities of the school information environment are not perfect,and information technology training has failed to meet the needs of teachers.Combined with interview analysis,the factors restricting the improvement of information literacy of rural secondary school teachers are: The concept of informatization in teacher education is relatively old,the awareness of independent development of informatization application ability is insufficient,and the awareness and motivation of information innovation are not strong;School administrators do not have a high understanding of informatization,the school informatization teaching assessment system is not perfect,the administrative departments of education have not invested in the construction of the "three links and two platforms" in place,and the information technology training lacks migration guidance and follow-up guidance for trainingThis study attempts to explore the information literacy improvement strategies of rural secondary school teachers from three levels.First,improve the level of information literacy and teacher professional development of rural secondary school teachers,Teachers should update the concept of education informatization and establish a sense of independent development of information literacy;Enhance exchange and learning,and enhance the teaching expertise of disciplines that integrate information technology;Focus on practical reflection and enhance professional ability to integrate information technology and teaching;Establish the concept of lifelong learning and enhance the ability of innovative teaching.Second,improve the information-based teaching environment and atmosphere of rural secondary schools,improve the informatization leadership ability of school administrators,build a teaching and research platform led by experts,carry out informatization teaching competitions,and formulate informatization teaching evaluation standards and reward systems.Third,increase the intensity of rural education information management and construction,ensure the quality of training on information technology application capabilities,strengthen the construction of informatization software and hardware facilities in rural secondary schools,optimize the construction of "three links and two platforms" digital resources.