An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study
Volume 9, Issue 6, November 2020, Pages: 149-157
Received: Oct. 10, 2020;
Accepted: Nov. 2, 2020;
Published: Nov. 16, 2020
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Li Jianping, School of Foreign Languages, Huangshan University, Huangshan City, China
Li Guosheng, Qibao No. 2 Junior Middle School, Shanghai, China
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.
An Empirical Study on Teachers’ Informationized Teaching Ability in a Junior Middle School Based on “Internet +” - A Case Study, Education Journal.
Vol. 9, No. 6,
2020, pp. 149-157.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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