Research On The Construction And Influencing Factors Of Middle School Teachers’ Wisdom Teaching Competency Model

China is in a critical period of digital transformation of education.In order to fit the important thought of "strengthening education,first strengthening teachers" proposed by General Secretary Xi Jinping in the fifth collective study of the Political Bureau of the CPC Central Committee,and to develop a sustainable intelligent teaching ecology,the analysis of teachers’ ability structure has become the key anchor point to solve the above realistic demands.Professional teachers are an important pursuit of educational development and teaching reform.The development of teachers’ competence is a key link for teachers from ’being able to complete the current education work’ to ’ being competent for the future education work ’.However,the current lack of in-depth analysis of teachers’ competence in the context of intelligent teaching environment,the existing elements and structure of teachers’ competence in intelligent teaching are not clear,the evaluation indicators and tools are not perfect,the characteristics and level of intelligent teaching competence are not clear,and there is a lack of exploration into the influencing factors of intelligent teaching competence.In order to solve the above problems,based on the competence theory,teachers ’professional development and teaching system theory,this study conducts an evidence-based inquiry into the intelligent teaching competence of middle school teachers through the mixed methodology of qualitative research and quantitative research,and constructs the intelligent teaching competence(ITC)model and evaluation tools.Taking junior high school English as an example,this paper explores the structure,characteristics and influencing factors of teachers ’ competence,and puts forward suggestions for the development of teachers ’intelligent teaching competence.First,the teacher ’s intelligent teaching competence(ITC)model consists of five core elements.Through the origin and combing of relevant theories,based on the field investigation and practical analysis of teachers,the indicators and elements of teachers ’intelligent teaching competence are finally determined by Delphi method,including two explicit competences: English intelligent teaching knowledge and English intelligent teaching skills;three implicit competences : intelligent teaching personality traits,intelligent teaching beliefs and intelligent teaching consciousness.Finally,an ITC model covering five first-level indicators and twenty-three second-level indicators is established.Secondly,The competence of teachers ’ intelligent teaching in the practice field is relatively complex.In order to explore the characteristics and levels of teachers ’ smart teaching competence,the study first based on the ITC model,taking junior high school English as an example,combined with the existing literature to initially develop a questionnaire tool,through interviews,discussions and factor analysis,to establish an ITC evaluation tool covering five first-level indicators,twenty second-level indicators,and fifty-six specific issues.Secondly,from the perspective of ITC application,through the analysis of 1168 teachers ’ data,this paper explores the characteristics of junior high school English teachers ’ intelligent teaching competence and the potential correlation between the elements.Finally,using cluster analysis and discriminant analysis,the junior high school English teachers ’ intelligent teaching competence is divided into three levels : high,medium and low.At last,the competence discriminant equations of the three types of teachers are established,which can realize the accurate identification and level division of the junior high school English teachers ’ intelligent teaching competence level.The study found that the competence of junior high school English teachers ’ intelligent teaching is relatively complex,and its development is driven by many factors,regulated by demographic variables,and closely related to the frequency of training,teaching and research,and equipment use.At present,the intelligent teaching competence of junior middle school English teachers also needs to be further developed and improved.Thirdly,There are six core factors and twenty-four specific factors in the practice field that significantly affect the formation of teachers ’ intelligent teaching competence.Through grounded theory and other methods,the influencing factors of smart teaching competence are discussed.The study finally found that the teacher ’s intelligent teaching competence has six core influencing factors and twenty-four secondary categories.Based on the structural equation analysis method,the model of the relationship between the influencing factors of competence is finally constructed,and the relationship between the influencing factors is clarified.Fourth,Junior middle school English teachers ’ intelligent teaching competence(ITC)can be cultivated and improved from the perspective of influencing factors.Based on the theoretical analysis and practical research,combined with the ITC model and the research results of the influencing factors,this paper puts forward six scientific and feasible development suggestions for the development of junior high school English teachers ’intelligent teaching competence.This study not only enriches and expands the theoretical system of teacher competence research,but also constructs a teacher ’s intelligent teaching competence model(ITC)that integrates the characteristics of intelligent teaching environment.It also develops an ITC evaluation tool from the perspective of application.Taking junior high school English as an example,it explores the realistic characteristics of teacher ’s intelligent teaching competence,and provides an evaluation tool for teacher competence assessment.Importantly,this study is helpful for teachers to understand the competence structure in their own intelligent teaching environment,and provides useful reference and inspiration for the professional development of junior high school English teachers.