A Survey And Research On Digital Literacy Of Primary And Secondary School Teachers In Guangxi

The rapid development of digitization has put forward new requirements for teachers’ digital literacy,and the research of primary and secondary school teachers’ digital literacy is still in its initial stage.This study takes the digital literacy of primary and secondary school teachers in Guangxi as the research object,divides the digital literacy into six aspects: digital awareness,digital technology knowledge and skills,digital application,digital social responsibility,professional development,and familiarity with software and hardware of information technology.It collects 6,709 sample questionnaires and interviews 10 teachers.Moreover,descriptive analysis,differentiation analysis and regression analysis were carried out on the questionnaire results,and the current situation and characteristics of the digital literacy of primary and secondary school teachers in Guangxi were analyzed from multiple perspectives.Based on the text analysis of the interview data,problems existing in the cultivation of teachers’ digital literacy were discussed.Finally,this study combined with the actual situation to put forward the promotion of teachers’ digital literacy strategies.The results show that the overall level of digital literacy of primary and secondary school teachers in Guangxi needs to be improved.Through the analysis of variance among various influencing factors,there is no obvious interaction between digital literacy and gender of teachers,but teachers’ educational background has a certain impact on digital literacy of teachers,and teachers’ age,teaching years and professional titles all affect their digital literacy level.The digital consciousness of primary and secondary school teachers in Guangxi is above the average level,but their practical operation and application are at a low level.Through comprehensive analysis,it is believed that the reasons for this situation are as follows: from the perspective of teachers,they are not very active in digital learning,their acceptance and cognition level of digital is not high,their innovation in the application of digital and solving problems is not particularly strong,and the key factors that hinder the development of teachers’ digital literacy;From the school level,there is a lack of relevant training for teachers,training is not comprehensive and targeted,teachers are not satisfied with the content of training,teachers can not apply the training content to the actual teaching process,resulting in the formalization of training,and the school does not pay special attention to the cultivation of teachers’ digital literacy,digital literacy training has not been implemented.In terms of the evaluation of digital literacy,the digital literacy level of teachers lacks evaluation standards and regular assessment based on standards,and the importance of digital literacy is not reflected in the promotion channels of teachers.Therefore,this study puts forward corresponding improvement strategies,which include: encouraging teachers to improve their own ability,enhancing their learning enthusiasm,actively engaging in relevant learning in the digital learning environment,supporting teachers to use digital tools comprehensively,and solving problems innovatively in subject teaching;The cultivation standards of digital literacy should be established,and teachers should be evaluated according to the above standards.The evaluation of digital literacy should be included as a factor in the promotion channels of teachers.The school holds training regularly to improve the comprehensiveness of training and its pertinency to different disciplines and different groups of teachers.Regional experts are invited to give lectures and trainings,so as to narrow the communication between teachers in different regions and promote the growth of teachers.The survey results of teachers’ digital literacy carried out in this study and the improvement strategies proposed in this study are of certain reference value,which enrich the local research on teachers’ digital literacy in primary and secondary schools in Guangxi,and can be further studied in the future.