Research On Information Literacy Of Rural Teachers In Tibet From The Perspective Of Knowledge Gap Theory

In April 2018,the Ministry of Education issued the Education Informatization 2.0 Plan,which calls for a shift from enhancing teachers information technology application capabilities to the direction of comprehensively improving their information literacy.And in April 2019,the Ministry of Education issued the Opinions on Implementing the National Primary and Secondary School Teachers Information Technology Application Ability Improvement Project 2.0,which proposes that by 2022,through the development of teachers information technology training,the principals information technology leadership ability,the teachers information technology literacy level and information technology teaching ability would be comprehensively enhanced,and the innovative integration and development of information technology and education teaching would be comprehensively promoted.At present,what aspects of information literacy do Tibetan rural teachers have ? What are their information literacy knowledge and application skills? What are the difficulties they face ? What are the reasons for these difficulties ? How can these problems be effectively solved and the information literacy of Tibetan rural teachers be better improved? At present,from the information reviewed by the researcher,most of the studies on teachers’ information literacy are for urban teachers,and there are fewer studies on rural teachers;few of the studies involve Tibet,and most of the studies provide strategies that are not applicable to rural Tibet and have relatively little significance for reference.Based on this,this study uses questionnaires and interviews to analyze and summarize the current situation,problems and causes of information literacy among Tibetan rural teachers and propose relevant strategies,in conjunction with the knowledge gap theory of communication.Based on the theory of knowledge gap,this study analyzes the current situation and problems of information literacy of rural teachers in Tibet,and finds that : 1.the overall level of information literacy of rural teachers in Tibet is relatively high,but the development of each dimension is not balanced;the specific performance is as follows : in term of access trench,the hardware facilities in Tibetan rural schools are relatively well-equipped to meet teachers’ needs for information-based teaching,but the construction of the information-based environment still needs to be improved,and network coverage and network quality need to be improved;in terms of use,teachers are not proficient in the operation of information-based equipment and use a single form;in terms of knowledge,teachers’ overall level of information knowledge is high,but their initiative in learning information knowledge is not high,and schools’ training for teachers’ information-based knowledge and information skills There is no targeting and uneven distribution of training resources,thus leading to a lack of obvious training effects.(2)In terms of demographic variables,the analysis of differences revealed that there were significant differences in the initiative of Tibetan rural teachers to use information,their ability and way of using it,as well as their way and ability to acquire information knowledge,across age and education.The reasons are as follows :(1)the awareness of teachers information literacy is one-sided,and the initiative to learn information technology knowledge is not high;(2)Schools do not provide a perfect information-based teaching environment;(3)The training mechanism is not perfect,and the training content is not targeted.Based on this,this study proposes the following countermeasures:(1)It is necessary to cultivate the correct understanding of information literacy among rural teachers in Tibet;(2)To mobilize the enthusiasm and initiative of Tibetan rural teachers to learn information technology knowledge and use information technology,so that Tibetan rural teachers can exert their subjective initiative and consciously enhance their own information technology awareness and skills;(3)Schools should provide a relatively perfect environment and atmosphere for information technology teaching,and should train and form a team of professional and technical staff to provide basic protection for teachers’ information technology teaching;provide teachers with the use of information technology equipment facilitate,improve the utilization rate of teaching equipment and achieve the most optimal allocation of teaching resources.(4)Focus on the relevance of the training content,effectively understand the needs of Tibetan rural teachers,pay attention to the main subjects,understand the individual differences between teachers,carry out phased training,the training content should not only focus on theoretical learning,but also combine with the actual teachers to practice,improve the flexibility of training,relevance,but also pay attention to the timeliness of the training content,so that the training can play a real role.