Study On The Learning Power Of Primary And Secondary School Teachers Model Construction And Status Quo Evaluation Under The Background Of Education Informatization

Rejuvenating the country must first strengthen the teacher.Teachers are the first resource for the development of education.Teachers’ "learning" is for better "teaching".In recent years,the process of educational informatization construction in China has been gradually accelerated,steadily advancing toward the goal of educational modernization.At the same time,new changes have also appeared in the field of education and teaching,new changes have taken place in teaching concepts,teaching mode and teaching auxiliary tools,so teachers as the direct implementer of educational reform,are also facing new challenges.Primary and secondary school teachers,as the largest group of teachers in China,are the core of the construction of teachers.The improvement and development of their quality are related to talent training and the realization of the goal of education modernization,and teacher learning has also become the focus of the whole society.The strength of learning power is not only related to the learning effect of teachers,but also points to the continuous career development of teachers.Primary and secondary school teachers need to establish future-oriented continuous learning,strengthen their own learning to adapt to educational reform,and achieve high-level quality and power development.Based on this,this study proposes the topic of research on the construction and current evaluation of learning power model of primary and secondary school teachers under the background of education informatization,focusing on "What are the specific structural elements of primary and secondary school teachers’ learning power under the background of education informatization?" How to evaluate the learning power of primary and secondary school teachers under the background of education informatization? These two questions are empirical research on the current learning power of in-service teachers in front-line primary and secondary schools.The main research contents are:(1)clarify the concept and connotation of teachers’ learning power,and construct a structural equation model of primary and secondary school teachers’ learning power under the background of education informatization.The concept and connotation of teachers’ learning power were clarified,and the structural equation model of primary and secondary school teachers’ learning power under the background of education informatization was constructed.Through the literature analysis method to integrate the existing research results at home and abroad,this paper attempts to unify the composition of the learning power elements of teachers who are currently divided into more chaotic divisions,further clarify the components and characteristic dimensions of primary and secondary school teachers’ learning power under the background of education informatization,combine the characteristics of the development of education informatization and the new requirements of teacher team construction,etc.,to carry out theoretical exploration of the learning power of primary and secondary school teachers under the background of education informatization,and use the structural model analysis method to construct the structural equation model of primary and secondary school teachers’ learning power under the background of education informatization.(2)Develop assessment tools and formulate research hypotheses.With the help of literature analysis method,referring to the teacher learning power assessment scale prepared by existing scholars,combined with the suggestions of experts and scholars,the learning power measurement scale of primary and secondary school teachers under the background of education informatization was designed and developed,also the questionnaire survey method was used to compile the questionnaire on the learning power of primary and secondary school teachers under the background of education informatization,as well as the interview method was used to design the interview outline to carry out semi-open interviews with primary and secondary school teachers.This research puts forward the research hypothesis that gender,teaching age,educational background,region,professional title and discipline play a regulating role in teachers’ learning power,and that driving force,willpower,technical force,migration force,and reflection force have a direct positive impact on teachers’ learning power.(3)Select 1600 primary and secondary school in-service teachers as the research objects to carry out assessment.The questionnaire and interviews covered 22 provinces,municipalities,autonomous regions in China.The study uses SPSS26.0 and SPSSAU software to process,analyze,investigate and recover data,clarify the current status of primary and secondary school teachers’ learning power development under the background of education informatization in China,find problems and analyze the reasons from teachers’ professional development,subject thinking,economic status,title evaluation,education and teaching environment,etc.At the same time,AMOS22.0software is used to test and correct the model,verify the research hypothesis,and put forward countermeasures and suggestions to optimize and improve the learning power of primary and secondary school teachers.Through research,the following conclusions are drawn:(1)The learning power of primary and secondary school teachers under the background of education informatization is a dynamically developing energy system,and its structural equation model consists of driving force(self-motivation,organizational dynamics,social dynamics),willpower(learning attention,learning continuity,learning self-control,learning resistance to stress),technical force(learning ability,digital ability),migration force(result transfer,method transfer),reflection force(system review,Practice improvement)5 first-level dimensions and 13 second-level dimensions.(2)Empirical evaluation shows that the learning power of primary and secondary school teachers under the background of education informatization is at the middle level.In addition to gender,there are significant differences in teaching age,educational background,school location,professional title,and teaching subject for teachers’ learning power.The longer the teaching experience,the higher the education,the higher the professional title,the lower the level of learning power;Primary and secondary school teachers in township and rural areas,Chinese,mathematics and integrated liberal arts also have lower levels of learning.In addition,the model of the learning force structure equation model of primary and secondary school teachers under the background of education informatization is well fitted after testing and correction.Driving force,willpower,technical force,migration force,and reflection force have a direct positive impact on the level of teachers’ learning power.(3)The results of the difference analysis reflect that primary and secondary school teachers have weak awareness of educational ideals and beliefs,unclear positioning of learning needs,insufficient supply of school support,and limited leadership of professional title system and policy in terms of learning power.Consideration can be given to optimizing and improving the learning power of frontline primary and secondary school teachers from the perspective of clarifying the vision of teacher development,matching teachers’ learning needs,increasing school support and supply,diluting teachers’ professional title salaries,and creating a reciprocal learning environment.