A Study Of Rural Primary School Teachers’ Informatization Teaching Ability

At present,the information technology revolution is sweeping through all fields,and education is no exception,so educational informatization has emerged and continues to develop.As the main body of education and teaching,teachers’ informatization teaching ability is the key to the deep integration of information technology and education teaching and is the "last mile" to realize education informatization.China has been promoting the enhancement of teachers’ informatization teaching ability as an important task and has promulgated a series of policy documents such as the "Opinions on IT Application Ability Enhancement Project 2.0",which has generally improved teachers’ awareness and ability of informatization teaching ability,but there are still problems such as the weak informatization teaching ability of rural teachers,which is not conducive to the advancement of education modernization.To improve the core competencies of teachers in the new era,build a high-quality rural teaching team and promote the balanced and high-quality development of compulsory education,the importance of enhancing informatization teaching ability of primary school teachers has become more prominent.Therefore,the investigation of rural primary school teachers’ informatization teaching ability is both a vivid answer to the enhancement of rural primary school teachers’ informatization teaching ability in the information age and a realistic encounter to promote the process of education modernization.Based on this,this study takes the informatization teaching ability of rural primary school teachers as its theme and conducts research through a combination of quantitative research and qualitative analysis.Based on TPACK theory and constructivist theory,this study interpreted the components and characteristics of teachers’ informatization teaching ability by referring to the relevant standards on informatization teaching ability at home and abroad and researchers’ research on the structure related to informatization teaching ability.Using a combination of literature research,questionnaires and interviews,a questionnaire survey was conducted on 525 rural primary school teachers from different types of schools in Yunnan Province,and interviews were conducted with 20 teachers and school administrators to examine the four dimensions of rural primary school teachers’ informatization teaching cognitive ability,informatization teaching design ability,informatization teaching implementation ability and informatization teaching evaluation ability.The study also explores the ways to improve the informatization teaching ability of rural primary school teachers based on the problems and their causes.Focusing on the "what","why" and "how" approach,the theoretical exploration and empirical research have led to the following three conclusions:Firstly,the descriptive analysis and variance analysis were used to describe the actual state of rural primary school teachers’ informatization teaching ability.The descriptive analysis of the questionnaire data reveals that the overall informatization teaching ability of rural primary school teachers in Yunnan Province is at an intermediate level,but its internal structure is not optimized.The analysis of variance revealed that there is a ’digital divide’ between different groups of teachers’ informatization teaching ability,with significant differences in age,teaching experience,title,and education.The regression and correlation analyses revealed that teachers’ informatization teaching ability is influenced by multiple factors,with three factors-teachers’ perceptions,teaching environment and policies and systems-having a significant positive influence.The main problems are: firstly,the overall cognitive ability of teaching is at a medium level,but there are significant differences in the cognitive ability of different groups of teachers;secondly,the ability of informatization teaching design is at a medium level,but the ability of integrating digital resources is not sufficient;thirdly,the ability of implementing informatization teaching is lacking,and the integration of knowledge and ability is not deep enough.Fourth,the ability to evaluate informatized teaching needs to be improved,and the importance of reflection on evaluation is not high.Secondly,to further explore the problems,the causes of the problems were traced based on the influencing factors of rural primary school teachers’ informatization teaching ability.It was found that the current problems of rural primary school teachers’ informatization teaching competencies are the result of a combination of three factors:policy and system,teaching environment and teachers’ perceptions.At the level of policy and system,the institutional guaranteed system is inadequate and supportive resources are disconnected;at the level of teaching environment,the information environment is inadequately constructed and the informatization atmosphere is poor;at the level of teachers’ perceptions,independent professional development is not sustainable and endogenous motivation is insufficient.Thirdly,this study starts from three levels: policy and system,teaching environment and teachers’ perceptions,forming a closed loop for capacity enhancement from the outside in,and providing a feasible path to crack the current problem of rural primary school informatization teaching ability.First,the government should take the lead in building a support system for sustainable development.In other words,the local authorities should establish a tiered and categorized training mechanism,improve the multiple assessment and evaluation mechanism,and build a regional collaborative promotion mechanism to provide institutional support for teachers’ informatization teaching and promote the overall improvement of regional teachers’ informatization teaching ability.Secondly,schools should be used as the backbone to provide a conducive environment for informatization teaching.In other words,headmasters should enhance their leadership in informatization,strengthen the maintenance and management of hardware facilities and promote the construction of school-based resource banks,to provide a favorable technical and humanistic environment to support teachers’ exploration of informatization teaching.Thirdly,teachers should be the main body to stimulate the internal motivation for self-improvement.In other words,individual teachers should continue to improve in "learning-practice-reflection",update their concepts through independent learning and collaboration,accumulate experience in teaching practice,and improve their self-efficacy through evaluation and reflection,to achieve the regular effect of "classroom use,frequent use,and universal use" of information technology tools."The effect of regularization.Based on the analysis of TPACK theory and constructivist theory,combined with the researcher’s study on the criteria and structure of i informatization teaching competency,this study explores the components and characteristics of teachers’ informatization teaching competency,then analyses the problems and causes through empirical research and qualitative analysis,and proposes ways to improve informationbased teaching competency.The findings of the study have positive implications and practical significance for the improvement of rural primary school teachers’ informatization teaching ability.However,the whole study still presents problems such as a limited research sample,a simple research method and a shallow theoretical analysis,which can be further explored in the future in terms of multiple samples,methods,and theories.