Research On The Construction Of Project Teaching Competency Model For Primary And Secondary School Teachers In The Digital Er

In the context of the digital age,competition for talent is becoming increasingly fierce.How to personalise talent management and cultivate innovative and complex talents for key competencies to meet today’s changing needs has become one of the key issues in the world’s education development focus.Key competencies are essential for students to adapt to society and are vital to human growth and development.With the introduction to the new curriculum,the orientation of parenting that points to the development of students ’ key competencies has become clearer.Project teaching that starts from the real world,emphasises learning and producing work in problem situations,and conducts inquiry-based activities with the help of various technologies and resources,has become a new grip for getting practices off the ground and achieving key competencies goals.In the context of the times and the key competencies orientation,project teaching has become the main teaching method of the classroom and is an important path to deepen classroom teaching reform,implement students ’ key competencies and improve teachers ’ teaching quality.As the implementers of project teaching,teachers are the key determinants of the quality of project teaching education in the future,and their competency in project teaching is the key to the success of project teaching.However,many researchers have only focused on how to develop students ’ key competencies and higher-order thinking through project-based teaching,but have rarely discussed the competencies and attributes that teachers should possess in the process of designing and implementing project-based teaching.As a result,there is a pressing need to identify teachers ’ competencies for project-based teaching.This study adopts literature research method,behavioural event interview method,Delphi method and questionnaire method to carry out empirical research on the project teaching competency model of primary and secondary school teachers in the digital era in four stages:preparation stage,model construction and revision stage,model validation and application stage,and application analysis stage.Firstly,through reading the relevant literature,the current situation of project teaching and teacher competency is sorted out and summarised,the relevant concepts are clarified,the development of the connotation and characteristics of project teaching is clarified in the context of the digital era,and the connotation of project teaching and project teaching competency in the digital era is defined.Secondly,on the basis of literature research,the competency characteristics were extracted,and the behavioural event interviews were used to filter and refine the competency characteristics of project teaching in the digital era,so as to construct a preliminary model of project teaching competency for primary and secondary school teachers in the digital era.Then,the model was tested through item analysis,exploratory factor analysis and validation factor analysis through questionnaires to determine the structure of the project teaching competency model for primary and secondary school teachers in the digital era and to verify the usability of the project teaching competency model.Finally,the current level of project teaching competency of primary and secondary school teachers is analysed,suggestions are made for the application of the project teaching competency model for primary and secondary school teachers in the digital age,and conclusions are drawn from the study to reflect on the future.The findings show that:(1)The project teaching competency model for primary and secondary school teachers in the digital age includes five dimensions: knowledge,skills,thinking potential,personal traits and motivation,and attitudes and values.The knowledge dimension includes knowledge of project teaching theory,pedagogy and psychology,subject expertise,multidisciplinary knowledge structure,and information technology knowledge;the skills dimension includes project teaching design,project curriculum resource development,interdisciplinary knowledge integration,problem solving,evidence-based teaching and research,project evaluation and feedback,technology use,communication and coordination,and organisation and management;the thinking potential includes data awareness,design thinking,and personal traits and values.The competencies include data awareness,design thinking,big idea thinking,creative thinking and critical thinking;personal attributes and motivation include achievement motivation,teamwork,self-reflection,flexibility and technology acceptance;attitudes and values include care and respect for students,responsibility,lifelong learning,guidance and regulation,and patience,tolerance and understanding.(2)The overall level of teachers’ competency in project teaching is in the middle to upper level,and teachers’ teaching experience,academic qualifications and years of experience in project teaching are the factors that affect teachers’ competency in project teaching.Finally,based on the research process and findings,the application of the project teaching competency model for primary and secondary school teachers in the digital age is analysed and discussed in four aspects: leading the pre-service training of primary and secondary school teachers,benchmarking the recruitment and selection of primary and secondary school teachers,supporting the training management of primary and secondary school teachers and guiding the performance evaluation of primary and secondary school teachers,and studying how the model should be applied to the project teaching of primary and secondary school teachers in the digital age.The study also examines how the model can be applied to the project teaching practice of primary and secondary school teachers in the digital era,and guides primary and secondary school teachers in applying the model to project teaching.This study enriches the research on project teaching in the field of teacher competency in China,and provides theoretical guidance and pathways for primary and secondary school teachers’ project teaching practice.