The Study Based On The CBAM About The Level Of Attention And Implementation Of Primary And Secondary School Teachers In Information Teaching

In the background of accelerating the development of information and network era,information teaching is the inevitable trend of educational development, is an important reformto the traditional teaching mode of modern education. As the main body of this change, primaryand secondary school teachers’ attitude toward information teaching and implementation levelwill directly affect the level of information teaching effect. However, the current domestic has alot of general research to the information teaching of primary and secondary school teachers,butfrom two dimensions of psychological measurement and behavior analysis of primary andsecondary school teachers’ information teaching research level is relatively lacking.Hall et al proposed concerns-based adoption model (CBAM), from the teacher’s extent ofconcern and the level of adopt about the change to consider the implementation of an educationreform. The model gives a clear stage of teachers level of concern and implementation, andrecognized by domestic and foreign experts for its complete concept and that it containsindividual attitude and behavioral measurement tool, so CBAM is a more effective model thanother models, and has stronger practicability and maneuverability, it is widely used in the field ofeducation reform. This study is based on the CBAM model, through the study of the deformationof the measuring tool to obtain the suitable measurement scales of the concern andimplementation level of primary and secondary school teachers about information teaching,and the scales are applied, through the comparison of the survey results, obtains the status ofprimary and secondary school teachers’ level of concern and implementation about informationteaching, and peep through existing problems, find the countermeasures to improve the level ofteachers’ concern and implementation about information teaching for schools.Firstly, to deform and revise the dimensions of "Levels of Concern" and "Levels of Use" onthe basis of the previous work on CBAM mode, deformed "Levels of Concern" includes"awareness/consciousness ","information","personal","management","consequence/effect", "collaboration" and "refocusing/innovation"7levels, deformed "Levels of Use" includes"nonuse","orientation and preparation","mechanical use","refinement","integration" and "collaboration","innovation"7levels, at the same time, each level of "Levels of Use" is dividedtransversely into7dimensions in order to describe the implementation of information teaching.And on the basis to draw up the initial scale of primary and secondary school teachers the levelof concern and use on information teaching, the concern level scale with39indicators, theimplementation level scale with49indicators. Then to forecast the initial scale to get120questionnaires, the reliability and validity of the original scale were detected and thequestionnaire was modified according to the results of the test by SPSS, finally generate theformal questionnaire of the concern and implementation level of primary and secondary schoolteachers about information teaching. Then collects the sample data in Shandong province ofJinan, Zibo, Linyi, Heze900teachers in four cities, a total of841valid sample data. Collation,comparison and analysis of the collected data, get the overall level of concern andimplementation of primary and secondary school teachers in information teaching, and the levelof concern and implementation of information teaching for primary and secondary schoolteachers of regional differences,differences between urban and rural areas and in teachers’learning period, gender, age, school age, record of formal schooling and title to explore thedifference of the reflected.And then analyzes the factors affecting the level of concern andimplementation of information teaching for primary and secondary school teachers to improve,finally puts forward some suggestions for improvement, in order to further improve the level ofconcern and implementation of information teaching for primary and secondary school teachersprovides valuable reference.This paper introduced the CBAM theory in the study of information teaching, from theperspective of concern and the implementation level, provides a new idea for the study ofprimary and secondary school teachers in information teaching, is also a new exploration of theCBAM theory in the field of educational reform application.At the end of the article summarizes the main results of this research, points out theshortcomings of existing, in the hope of future researchers to further explore,perfect, and on thisbasis, the research prospects are expected.