An Empirical Study On In-depth Teaching Evaluation Of Junior Middle School Information Technology Teachers

At present,the cultivation of innovative talents is advocated in the classroom,which is the main battlefield to cultivate students’ innovative thinking and ability.Teachers’ in-depth teaching in the classroom can promote students’ in-depth learning and further promote the development of students’ core qualities.Information technology(IT)is an important part of the field of modern science and technology.On March 25,2022,the Ministry of Education issued the Curriculum Standards of IT for Compulsory Education(2022 version),which marked that the curriculum of IT for compulsory education has officially become the national curriculum.With the continuous improvement of the importance of IT education in the basic education of our country,the requirements for IT teachers’ professional literacy,information literacy and teaching ability are also improved.The teaching quality of IT teachers is the key to cultivating students’ information literacy and promoting students’ deep learning.The in-depth teaching level of IT teachers is concerned by researchers and practitioners.So how to evaluate whether IT teachers achieve in-depth teaching? Although there are abundant researches on teaching evaluation,there are few researches on teaching evaluation based on in-depth teaching and in-depth learning theories,and even less researches on in-depth teaching evaluation based on "IT" subject.Therefore,it can be seen that it is urgent to carry out in-depth teaching evaluation of IT teachers,and the research tries to develop a targeted in-depth teaching evaluation scale.After the scale is applied in practice,cluster analysis of teacher groups is carried out based on the recovered data,and teaching differences of teachers in different characteristic groups are compared,so as to provide theoretical support and evaluation basis for the development of teachers’ professional competence and the training of innovative talents.The research focuses on the core proposition of "in-depth teaching evaluation of junior middle school IT teachers",derived from "How to develop the in-depth teaching evaluation scale for junior middle school IT teachers?" There are three major problems to be solved: "What is the investigation result of in-depth teaching evaluation of junior middle school IT teachers?" and "How to build the cluster model and discriminant function of junior middle school IT teachers?" The research uses literature analysis,questionnaire survey,interview survey,statistical analysis and other methods,and goes through three research stages:The first stage theoretical analysis.Established the research background,research significance,research content,research questions,research hypotheses,research ideas and methods(Chapter 1).Related concepts and research status are reviewed(Chapter 2).Stage 2 scale development.According to the literature,curriculum standards,the development of core literacy,the characteristics of IT curriculum,coding results of teacher interview data and the analysis of the existing scale system,the appropriate evaluation dimension is selected.Delphi method is used to consult and modify all dimensions and items,and finally a conclusion with high execution and reliability is obtained(Chapter 3).A small range of prediction was made,and the evaluation scale was tested and modified with the data collected from the pre-test.A formal test was conducted,and the reliability and validity of the scale was analyzed using the data collected from the formal test(Chapter 4).The third stage of empirical research.Through the form of online questionnaires,several junior middle school IT teachers carried out self-assessment using the developed scale,and obtained the scores of each teacher in various dimensions.Furthermore,it further analyzed whether there were significant differences in teaching among teachers of different genders,teaching years and professional titles(Chapter 5).Cluster analysis method and discriminant analysis method are used to conduct clustering and multiple discriminant analysis on samples,build clustering model and discriminant function,divide the evaluation system into levels,and establish a corresponding relationship between teacher teaching and depth level.After constructing the clustering model and discriminant function,the established clustering type is used to discriminate the teacher samples of known types,and the discriminant accuracy and error rate are calculated.Finally,the clustering model is determined(Chapter 6).In view of the research problems,the following conclusions are drawn: first,the developed in-depth teaching evaluation scale for junior middle school IT teachers is effective;Second,the overall status quo of teachers’ in-depth teaching is above the average level;Thirdly,the attribute difference of junior middle school IT teachers deserves attention;Fourth,junior high school IT teachers can be divided into three distinct categories.The following practical strategies are put forward: first,teachers’ differences are used as a breakthrough to promote teachers’ sustainable development;The second is to enhance teachers’ in-depth teaching for the purpose of deep learning;Thirdly,conduct teacher classification training on the basis of clustering results.The research conclusions not only enrich the relevant contents of the current in-depth teaching evaluation research,but also guide the in-depth teaching practice of IT teachers to a certain extent.As IT teachers who cultivate students’ core literacy and innovation ability,they can focus on promoting students’ four in-depth learning stages of "awareness,harmonization,induction and transfer" when carrying out in-depth teaching,so as to improve their understanding of classroom teaching,promote the development of IT courses,and promote students’ active and meaningful learning.