A Study On The Influence Of Primary School Mathematics Teachers’ Digital Teaching Ability On Learners’ Cognitive Engagement

The digital transformation of education has become a major trend sweeping the world.As a key link in the digital transformation of education,teachers’ digital teaching ability has become an essential quality for teachers in the current era of digital intelligence.As one of the subdimensions of learners’ learning input,learners’ cognitive participation has been paid attention to by many scholars in recent years and has done a lot of exploratory research,including the impact of teachers’ support and feedback strategies on learners’ learning input,The influence of teaching environment on learners’ learning engagement and so on.However,few scholars have researched and discussed teachers’ digital teaching ability and learners’ cognitive participation together.Therefore,analyzing the impact of primary school mathematics teachers’ digital teaching ability on learners’ cognitive participation and its internal impact mechanism is of great importance to promote It is of great significance to develop teachers’ overall teaching ability,enhance learners’ classroom cognitive participation level,improve teaching quality and promote the digital transformation of education.In order to solve the problems discussed in this study in a more detailed and in-depth manner and increase the credibility of the research results,the researchers adopted a mixed research method with quantitative analysis as the main part and qualitative analysis as the supplementary part.On the one hand,the impact of primary school mathematics teachers’ digital teaching ability on the three dimensions of learner’s overall dependence level,shallow level and deep level of cognitive participation was analyzed by means of quantitative research.The research results showed that: 1.Primary school mathematics teachers The ability of digital instructional design has a positive impact on learners’ level of cognitive participation;2.Primary school mathematics teachers’ digital instructional design ability and digital teaching evaluation ability can promote the development of learners’ deep cognitive participation.On the other hand,in the way of encoding learners’ cognitive participation behaviors in recorded lessons,qualitative content analysis is used to understand the basic situation of learners’ classroom cognitive participation behaviors,and correlation analysis and multiple linear regression analysis are used to analyze the primary school mathematics.The influence of teachers’ digital teaching ability on learners’ classroom cognitive participation behavior selection.The research results show that: 1.Primary school mathematics teachers’ digital teaching design ability can effectively enhance learners’ classroom explanation behavior strategies and understanding behavior strategies;2.Primary school mathematics teachers’ digital teaching Organizational ability can promote learners’ classroom active and interactive cognitive participation behavior strategies and is positively correlated with learners’ classroom comprehension behavior strategies;3.Primary school mathematics teachers’ digital teaching management ability can effectively improve learners’ classroom repetitive behavior strategies and Understand the choice of behavioral strategies;4.Primary school mathematics teachers’ digital teaching evaluation ability can increase the choice of learners’ classroom emotional behavioral strategies and active cognitive participation behavioral strategies,and can also effectively inhibit learners’ passive cognitive participation in behavioral strategies.5.There is a positive correlation between primary school mathematics teachers’ digital teaching reflection ability and learners’ classroom comprehension behavioral strategies,emotional behavioral strategies and proactive behavioral strategies.Above,this study starts from the five dimensions of primary school mathematics teachers’ digital teaching ability,analyzes its influence on learners’ overall cognitive participation level and specific classroom cognitive participation behavior,and sorts out its inherent the impact mechanism,in addition,further gives targeted research implications.It is hoped that the research results will have certain reference value for the cultivation of teachers’ digital teaching ability,learners’ classroom cognitive participation and digital transformation of education and teaching.