Construction And Empirical Research On The Evaluation Model Of Mathematics Teachers’ Information Literacy In Higher Vocational Colleges

Educational informatization is shifting from implementation to innovation.It has become a development requirement for the modernization of education to promote the renewal of ideas,model reform and system reconstruction by developing teachers’ core literacy.In recent years,teacher information literacy has attracted the attention of domestic and foreign theoretical researchers in terms of conceptual analysis,connotation interpretation,and standard formulation.However,the improvement of teachers’ informatization ability and the development of education integrating information technology have been greatly restricted for the relative lack of theoretical and empirical research based on teachers’ information literacy assessment.This dissertation aims at grasping the development direction of higher vocational mathematics education under the new situation,exploring the key elements of mathematics teachers information literacy in higher vocational colleges,establishing teacher information literacy evaluation model for educational decision-making,assessment and practice.The research will help to solve the realistic dilemma of improving mathematics teachers information literacy in higher vocational colleges,innovate curriculum reform,evaluation methods,and teaching model under the new vocational education system,change education informatization into informatization education,and guidance the theoretical research on teacher information literacy.Based on the above research background,this dissertation breaks down the content into three specific problems.Question 1 Establish and evaluate the theoretical framework of information literacy assessment for mathematics teachers in vocational colleges.Question 2 Form the information literacy evaluation index system of mathematics teachers in higher vocational colleges.Question 3 Construct and test the evaluation model of mathematics teachers’ information literacy in higher vocational colleges.Focusing on the above problems,this dissertation is divided into 9 chapters.Introduction,Chapter 1,aims to clarify the research object,research content,research goals and means,and plan research ideas and methods.Literature review,Chapter 2,aims to cutting into the topic accurately and providing a foundation and guarantee for innovation research by summarizing and commenting on relevant research results.The theoretical basis,Chapter 3,aims to sort out theories including mathematics education,teacher professional development and curriculum design,and provide scientific support for research.The construction of the theoretical framework,Chapter 4,aims to explore the possible indicators which affect the evaluation of information literacy of mathematics teachers in higher vocational colleges.The construction of the evaluation index system,Chapter 5,aims to clarify the structure of the information literacy of mathematics teachers in higher vocational colleges by defining the operational definition of it.The construction of the evaluation model,Chapter 6,aims to demonstrate the scientificity and rationality of the information literacy index system of mathematics teachers in higher vocational colleges,and effectively diagnose the information literacy level of mathematics teachers in higher vocational colleges.Chapters 7 and chapters 8 are empirical tests,which aim to establish the relationship between the evaluation model of mathematics teachers in higher vocational colleges and teaching ability,through the analysis of the evaluation indicators of public basic courses in the National Vocational College Teaching Ability Competition and the video of the mathematics demonstration course that won in national competitions,to study the instructional design and case development integrating information-based,and to build a bridge between theoretical research and application.Chapter 9 is the summary and outlook.The main process and conclusion of the research is followed.First,construct the theoretical framework of information literacy assessment for mathematics teachers in vocational colleges.This dissertation re-integrates the relationship of each teaching factor based on analysing the connotation and essence of "Teacher ICT Competency Framework(3rd Edition)" and Bloom’s cognitive model,and then constructs a theoretical framework of information literacy assessment for higher vocational mathematics teachers including external factors,overall goals and assessment dimensions.Then a scale with 24 questions is designed according to the key events in the process of instructional design,activity organization,implementation and evaluation.By distributing the scale to 756 mathematics teachers in 10 provinces(cities)including Henan,Fujian,Jiangsu,Shanghai,and Chongqing,the degree of recognition of the theoretical framework was analyzed.The research shows that the theoretical framework of information literacy evaluation of higher vocational mathematics teachers can break through the barriers between teaching and learning,effectively diagnose the fitness of individual teachers to the new educational ecology in the era of informationization 2.0,and provide a scientific reference for constructing the information literacy evaluation index system of higher vocational mathematics teachers.Second,develop the information literacy evaluation index system for mathematics teachers in higher vocational colleges.Three jobs were completed in this part.Combined with the construction plan of new smart teaching ecological proposed in the programmatic document of higher vocational education reform,the connotation of information literacy of mathematics teachers in higher vocational colleges is interpretted.An operational definition of information literacy for higher vocational mathematics teachers is described.Combined with expert opinions,the evaluation indicators are preliminarily divided to form an evaluation index system for mathematics teachers information literacy in higher vocational colleges including "3 first-level indicators and10 second-level indicators".Among them,the first-level indicators are basic information literacy,subject integration literacy,comprehensive improvement literacy and the second-level indicators are information awareness and attitude,information ethics and security,information skills,instructional design,teaching implementation,teaching evaluation,teaching innovation,practical application,demonstration and leadership,life-long learning.The research shows that the constrution of evaluation index system reveals the profound connotation and rich extension of mathematics teachers’ information literacy in higher vocational colleges,and clarifies the key elements to improve the level of teachers’ information literacy.After consulting experts,it is confirmed that the indicator system is valid.Third,an information literacy evaluation model for mathematics teachers in higher vocational colleges is build.A total of four jobs were completed in this part.According to the interpretation of the evaluation index system of teachers information literacy,the "Information Literacy Evaluation Scale for Mathematics Teachers in Higher Vocational Colleges" is developed,with exploratory factor analysis,cutting down to 29 items from35 items one by one.Through the corresponding Cronbach’s Alpha coefficient(0.970)and KMO(0.960),it is confirmed that the internal consistency of the scale is good,the 3first-level indicators and 10 second-level indicators have high reliability,and the evaluation index system is divided reasonably.The correlation relationship and path coefficient of each variable in the model were determined by first-order confirmatory factor analysis,and the model was tested by significance analysis and fitness analysis.The results show that the pre-set model has a good fit with the sample data,the first-level and second-level indicators are closely related,and the influence between them reaches a significant level.On the basis of objective analysis,combined with the expert’s experience scoring of the weighted evaluation model,an evaluation model of mathematics teachers’ information literacy in higher vocational colleges is constructed:Y=31.035.034.0C,where Y is information literacy level of mathematics teachers in higher vocational colleges,A is basic information literacy,and B is subject integration literacy,and C is comprehensive improvement literacy.The research shows that the scale has deepened the cognition of the information literacy level of mathematics teachers in higher vocational colleges,and ensured that the division of the index system is scientific,reasonable and operable.The evaluation model constructed by combining quantitative and qualitative methods is a scientific tool for evaluating the information literacy level of mathematics teachers in higher vocational colleges,and provides a new idea for the information literacy evaluation of mathematics teachers in higher vocational colleges,and supplies high-quality practice benchmarks for improving teachers’ professional ability.Finally,the application value of the evaluation model of mathematics teachers’ information literacy of higher vocational colleges is illustrated.A total of three jobs were completed in this part.Through constructing evaluation model,the evaluation elements of the "National Vocational College Skills Competition Teaching Ability Contest" are decomposed,and the corresponding relationship among basic information literacy,subject integration literacy,comprehensive improvement literacy and the teachers’ teaching behavior ability is established.Then,according to the connotation interpretation of teaching behavior in the corresponding relationship,behavior coding is carried out,and9 mathematics demonstration courses in the public basic course group of the National Vocational College Skills Competition Teaching Ability Competition since 2019 are selected as research samples.The teaching behaviors are analyzed by Lag Sequential Analysis(LSA),and an affair map is constructed for the information literacy evaluation of higher vocational mathematics teachers through saliency analysis and behavior transformation analysis.It leads to the relationship between key teaching behaviors and evaluation models,and breaks through theoretical research and the dilemma of disjointed practice.Further more,the important concept of "Differential" in the "Advanced Mathematics" course is selected for course design and case analysis,which make the key teaching behavioral ability in process of determining target,arranging content,organizing event and evaluating effection popularized in practice.The research shows that the evaluation model of mathematics teachers’ information literacy in higher vocational colleges is closely related to the key behaviors of teaching practice activities.By evaluating the information literacy level of mathematics teachers in higher vocational colleges,it is possible to accurately locate the key events in the teaching behavior,and provide leadership to innovate the information integration teaching.The innovation of this dissertation consists of the following four aspects.(1)Construct the theoretical framework of information literacy assessment for mathematics teachers in higher vocational colleges.(2)Take the lead in researching on teacher information literacy assessment models and developing mathematics teacher’s information literacy assessment tools in higher vocational colleges.(3)Construct the evaluation model of mathematics teachers’ information literacy in higher vocational colleges.(4)Create a new situation of theoretical research and practical application of teachers’ information literacy.The research prospect of this dissertation consists of the following.(1)Improve the information literacy evaluation model of mathematics teachers in higher vocational colleges gradually.(2)Make the information literacy evaluation model of mathematics teachers in higher vocational colleges popularized in practice.(3)Explore the method for intelligent teaching platform and visual control based on facial recognition.