An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study

Li Jianping; Li Guosheng

doi:doi:10.11648/j.edu.20200906.11

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An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study

Li Jianping, Li Guosheng

Published in Education Journal (Volume 9, Issue 6)

Received: 10 October 2020 Accepted: 2 November 2020 Published: 16 November 2020

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Abstract

This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.

Published in	Education Journal (Volume 9, Issue 6)
DOI	10.11648/j.edu.20200906.11
Page(s)	149-157
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teachers’ Informationized Teaching Ability, IT-based Teaching Reforms, Information Literacy, Autonomous Learning, Action Research

References

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[3]	Zhu Zhiting, Yan Hanbing. Interpretation of the Standards for the Application of Information Technology in Primary and Secondary Schools (Trial) [J]. Audio-visual Education Research, 2015 (9): 7-8.
[4]	Ren Youqun. Stepping into the New Age of Chinese Education Informatization: Interpretation of Education Information 2.0 Action Plan (1) [J]. Research on Audio-visual Education, 2018 (6): 27.
[5]	Ministry of Education. Notice of the 13th Five-Year Plan of [EB/OL]. http://www.moe.edu.cn/srcsite/A16/s3342/201606/t20160622_269367.html, 2017-03-22.
[6]	Shulman L. S. Knowledge and teaching: foundations of the new reform [J]. Harvard educational Review, 1987, (57): 1-22.
[7]	Ye Lan. A Preliminary Study on Teachers' Professional Quality in the New Century [J]. Educational Research and Experiments, 1998, (1): 45.
[8]	KOEHLER M J, MISHRA P. What happens when teachers design educational technology? The development of technological pedagogical content knowledge [J]. Journal of educational computing research, 2005, 32 (2): 131-152.
[9]	Zhang Jinbao, Yang Xueping, Pei Chunli. Reflections on the Evaluation of Educational Technical Ability of Primary and Middle School Teachers [J]. China Audio-visual Education, 2007, (4): 1-2.
[10]	Wang Wenjun, Wang Wei-jun. Practice Analysis of Teachers＇Informationized Teaching Ability [J]. Modern distance education, 2012 (3): 68.
[11]	Zhong Zhixian, Wang Youmeng, Huang Yan, Shi Hongbing. Investigation and Research on Information Literacy of Primary and Secondary School Teachers [J]. Audio-visual Education Educational Research, 2003 (1): 65-69.
[12]	Ministry of education. Information on the publication of the Educational Information 2.0 Action Plan [EB/OL]. (2018 -04-13) [2018-08-11]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[13]	Zhu Zhiting, He Bin. Research on the new Realm of intelligent Education informationalization, Audio-visual Education, 2012 (5): 13.
[14]	Chen Jianlin. Integration of Computer Networks and Foreign Language Courses [M]. Shanghai: Shanghai Foreign Language Education Press, 2010: 159.
[15]	Kim´B. H. & S. Y. Oh. A study on the SMART education system based on cloud and N-screen [J]. Journal of the Korea Academia-Industrial Cooperation Society, 2014 (01).
[16]	Patricia L. Rogers. Barriers to Adopting Emerging Technologies in Education [J]. Educational Computing Research, 2000, 22 (4): 455-472.
[17]	Yu Shengquan. The scientific development of the ecological view of educational informatization and the application of new technology in education. Basic Education. 2006, 9: 5-8.
[18]	Wang Wei-jun. Informationization Teaching Ability: The Challenge of Teachers in the Information Society [J]. Modern distance education. 2012 (2): 49.
[19]	Opinion of the Ministry of Education on the Implementation of the National Project for Improving the Ability of Primary and Secondary School Teachers to Apply Information Technology [EB/OL]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s7034/201311/159042.html, 2016-22.
[20]	Zhang Yi, Chen Beilei, Fan Fulan, et al. Research on Development Planning of Teacher's Information Technology Application Ability Improvement Based on Empirical Evaluation —A Case Study of Huizhou City, Guangdong Province [J]. China Audio-visual Education, 2017, (4): 31-40).

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APA Style

Li Jianping, Li Guosheng. (2020). An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Education Journal, 9(6), 149-157. https://doi.org/10.11648/j.edu.20200906.11

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ACS Style

Li Jianping; Li Guosheng. An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Educ. J. 2020, 9(6), 149-157. doi: 10.11648/j.edu.20200906.11

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AMA Style

Li Jianping, Li Guosheng. An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Educ J. 2020;9(6):149-157. doi: 10.11648/j.edu.20200906.11

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@article{10.11648/j.edu.20200906.11,
  author = {Li Jianping and Li Guosheng},
  title = {An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {149-157},
  doi = {10.11648/j.edu.20200906.11},
  url = {https://doi.org/10.11648/j.edu.20200906.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.11},
  abstract = {This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.},
 year = {2020}
}

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TY  - JOUR
T1  - An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study
AU  - Li Jianping
AU  - Li Guosheng
Y1  - 2020/11/16
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200906.11
DO  - 10.11648/j.edu.20200906.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 149
EP  - 157
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200906.11
AB  - This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.
VL  - 9
IS  - 6
ER  -

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Author Information

Li Jianping

School of Foreign Languages, Huangshan University, Huangshan City, China
Li Guosheng

Qibao No. 2 Junior Middle School, Shanghai, China

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Plain Text BibTeX RIS

APA Style

Li Jianping, Li Guosheng. (2020). An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Education Journal, 9(6), 149-157. https://doi.org/10.11648/j.edu.20200906.11

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ACS Style

Li Jianping; Li Guosheng. An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Educ. J. 2020, 9(6), 149-157. doi: 10.11648/j.edu.20200906.11

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AMA Style

Li Jianping, Li Guosheng. An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study. Educ J. 2020;9(6):149-157. doi: 10.11648/j.edu.20200906.11

Copy | Download

@article{10.11648/j.edu.20200906.11,
  author = {Li Jianping and Li Guosheng},
  title = {An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {149-157},
  doi = {10.11648/j.edu.20200906.11},
  url = {https://doi.org/10.11648/j.edu.20200906.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.11},
  abstract = {This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study
AU  - Li Jianping
AU  - Li Guosheng
Y1  - 2020/11/16
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200906.11
DO  - 10.11648/j.edu.20200906.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 149
EP  - 157
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200906.11
AB  - This study investigates the status quo of Teachers’ Informationized Teaching Ability in a junior middle school in Shanghai. It adopts the instruments of questionnaires and interviews. Based on the data collected in the research, the results are as followed: (1) Teachers in this school have a positive attitude towards application of information technology into the curriculum and keep up with the tide of educational informationization in China; (2) The concept of being student-centered is emphasized in the use of teaching and learning resources and the rate of redevelopment of online resources increases a lot and timely feedback is highlighted in the information management mode; (3) Teachers’ Informationized Teaching Ability to deal with problems in teaching practice and research varies a lot. Faced with the dynamic changes in current educational situation, teaching practice in this school is rewarding. However, there exist some problems which need to be worked out. Therefore, it is suggested that the overall improvements of teachers’ Informationized Teaching Ability must combine study of theory on IT-based education with regular training on teaching practice; Secondly, learning community must be established to focus on the curriculum design, the characteristics of e-learning space and the cognitive and emotional features of the students so as to guide the students’ autonomous learning more scientifically; Thirdly, action research can be conducted to help teachers reflect on their own teaching experiences in the forms of teaching reflection notes and share with each other and then in turn better their own teaching continuously.
VL  - 9
IS  - 6
ER  -

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