Research On Construction Of Teacher's Precision Teaching Ability Model

Accurately promoting students' learning and development is the unremitting pursuit of teaching practice,and information technology plays an important supporting role for teachers to implement precision teaching.With the development of emerging information technology represented by artificial intelligence,the promotion of new curriculum reforms,and the release of the Education Informatization 2.0 Action Plan,the focus of common concern in the current academic community has been placed on the specific requirements for teacher professional competence in the new era of classroom teaching reform and development,and the cultivation of teachers' precise teaching ability with information technology so as to promote students' core literacy and creative thinking.The purpose of this study is to explore and reveal the key elements and structural framework of teachers' precision teaching ability by constructing a model of teachers' precision teaching ability,so as to provide a reference for promoting the professional growth of teachers and developing precision teaching practice.Taking root in the reality of teachers' teaching practice and focusing on the practical connotation of precision teaching and teachers' ability,this study is based on multiple learning and teaching theories such as multiple intelligences,personalized learning,CTCL research paradigm,differentiated teaching,and mixed teaching.Drawing on the practical and textual experience,the study discussed and analyzed the connotation,characteristics,constituent elements and models of ability for teachers' precision teaching in depth.Both quantitative and qualitative research methods were adopted,with the application of literature research,content analysis,expert consultation,analytical hierarchy process and survey.Specifically,the study mainly includes four aspects.1.Proposing the connotation of teachers' precise teaching abilityBased on practical investigation and text analysis,the researcher believes that the precision teaching ability is the ability that teachers must possess to carry out precision teaching practice.Through the comparative analysis of concepts such as precision teaching,information-based teaching ability,and teacher data literacy,the concept of teachers' precision teaching ability was put forward and deeply analyzed.Teachers' precise teaching ability refers to teachers' ability to comprehensively and accurately portray the learners and learning process,and promote students' personalized learning in the intelligent learning environment constructed by big data cloud computing,artificial intelligence and other information technologies.The teachers' precise teaching ability is oriented to satisfy the needs of students' personalized learning,release their burden and improve the learning efficiency.It emphasizes the attention to individual students and is the embodiment of humanistic practice in pedagogy.Generally,Teachers' precise teaching ability is the sum of the subjective and objective conditions for teachers to carry out precision teaching activities.The ability in a smart education environment has the characteristics of digitalization,learner center,human-computer collaboration,individual service and multiple unity.2.Extracting the constituent elements of teachers' precise teaching abilityBy systematically combing the “standards” of teachers' technical capabilities at home and abroad,and analyzing the results of research on teachers' technical capabilities composition and the roles and responsibilities of teachers in the era of smart education,the content analysis method is used to summarize the main characteristics and trends of future teachers' technical capabilities.Based on this,the elements of the teacher's precise teaching ability were initially proposed,and the Delphi expert consultation method was used to correct and ensure the scientific and reasonable extraction of the elements.Through two rounds of expert correspondence,the first-level and second-level indicators were finally decided.Specifically,the first-level indicators include the four abilities of big data precision teaching cognition and orientation,educational big data collection and analysis,intelligent technology teaching innovation and application,students' accurate portraits and individualized guidance;the second-level indicators include 18 abilities such as data technology identification,education data acquisition and collection,education data thinking,education data security and ethics,intelligent technology teaching innovation,student personalized learning effect evaluation and feedback,etc.3.Constructing the model of teachers' precision teaching abilityIn order to clarify the specific connection and core structure of the components of the teacher's precise teaching ability,this study used content analysis to analyze the connotation and role of each element from the overall perspective,and constructed the model of teacher's precise teaching ability,including “one core”,“two types of relationship”,“three pillars” and “four levels”.“One core” refers to the cognition and orientation of big data precision teaching;“two types of relationship” include the relationship between people and big data,and people and technology;“three pillars” is the main part of the model consisting of educational big data collection and analysis capabilities,intelligence technology teaching innovation and application ability and students' accurate portrait ability;the “four levels” are “dynamic layer”,“target layer”,“pillar layer” and “environment layer”.On this basis,the expert consultation method and analytic hierarchy process were used to determine the quantitative data such as the weight distribution of each element of the primary index and secondary index.4.Investigating the current status of teachers' precision teaching ability level and putting forward development suggestionsIn order to grasp the status quo of teachers' precision teaching ability,this study developed a survey tool based on the specific connotation of the teachers' precision teaching ability model.A total of 686 elementary and middle school teachers participated in the survey and the data collected from the questionnaire were preprocessed and analyzed in detail.The survey found that the overall level of precision teaching ability of primary and middle school teachers is not high and the development of various dimensions is uneven;the awareness of big data and the concept of precision education are relatively weak;the ability to acquire and apply educational data is insufficient;the level of the ability to apply intelligent technology innovation is not high;not enough attention is paid to learning needs.In order to solve these problems,the researcher put forward targeted development suggestions,including perfecting the teachers' precise teaching ability theory system;formulating teachers' precise teaching ability standards and related systems;strengthening the interconnection and integration of educational big data to build a precision teaching service environment;implementing teacher precision training and promoting guidance and training of precise teaching ability;strengthening the construction of data-based school culture;strengthening teachers' data values,etc.To sum up,this study explored the structure and characteristics of teachers' precise teaching ability in the context of educational informationization,analyzed the mechanism and principle of enhancing the teachers' precise teaching ability to promote the development of students' personalized learning,and explored the application of information technology to promote teachers' precise teaching.The modes and methods of ability improvement and development are of positive significance to the improvement of the theoretical system of teachers' teaching ability and professional development.