Research On The ICT Application Level Evaluation Of Rural K-12 Math Teachers

ICT has played an important role in advancing education informatization and promoting the development of K-12 in China.At present,education informatization in our country is gradually advancing from the "construction phase" to the "application phase",and the application of ICT is more and more valued.Mathematics education is an important part K-12 education.The application of ICT in mathematics teaching in K-12 can improve the quality and efficiency of K-12 mathematics teaching.However,K-12 math teachers in rural and urban still have unbalanced development issues in the application of ICT.It is extremely urgent to improve the application level of rural K-12 math teachers.Evaluating ICT application level of rural K-12 math teachers has a positive effect on promoting the ICT application level of rural math teachers.This study has set up a kind of evaluation system from the perspective of the process of ICT application.The ICT application level of rural K-12 math teachers is the main research object.Rural K-12 mathematics teacher is taken as a sample of the study.Then,this study analysis the ICT application level of rural K-12 math teachers.As a result of that,some problems in rural K-12 math teachers' ICT application will be found.Based on those problems,this study put forward some recommendations.The study's research results mainly reflect in three aspects:Firstly,this study has set up a kind of evaluation system for testing the ICT application level of rural K-12 math teachers.From the perspective of the application process,this study not only analysis the ICT application in K-12 math teachers'characteristics,but also analysis a lot of policy,paper and documents.Thus,the study select a number of evaluation indicators to set up a kind of evaluation system to evaluate the ICT application level of rural K-12 math teachers.And there has some verification and modification in evaluation system to making it more scientific and reasonable.Secondly,combined with questionnaire method,the study used empirical analysis methods,such as the difference analysis,to valuating the ICT application level of rural K-12 math teachers from the aspects of ICT application effect,ICT application in teaching and ICT application in research.Through empirical analysis,it's found that all indicators,ICT application in teaching,ICT application in research,and ICT application effects,are at the general level.It is also found that the application level of extracurricular information technology in rural K-12 math teachers is worrying.There are significant differences between math teachers in urban K-12 in terms of the ICT application in teaching,the application of research resources and research tools.Thirdly,this study has put forward some suggestions.There are some problems in ICT application of rural K-12 math teachers,for example,the low usage of teaching tools in mathematics.There are some suggestion have been taken into consideration.By changing the rural K-12 math teachers' attitude in extracurricular ICT application,the rural K-12 math teachers' ICT application level in extracurricular will be promoted.By optimizing the training content and expanding training process for rural K-12 math teachers,rural K-12 math teachers' ICT application level will be improved.By strengthening the construction and management of online teaching and research platform,rural K-12 math teachers will better in using resources.There are two innovations in this study.On the one hand,based on the analysis of the rural K-12 math teachers' ICT application characteristics,this study construct a kind of evaluation system from the angle of application process.On the other hand,this study has analyzed the process data of the rural K-12 math teachers from the perspective of the application process.The study deeply dug the ICT application questions of rural K-12 math teachers by longitudinal depth and crosswise analysis,in order to improve the ICT application level of rural K-12 math teachers.The inadequacies of this study are mainly reflected in two aspects.One is that the evaluation system in this study has some inadequate.Few indicators that are not easily obtained and quantified are not taken into consideration.The other one is only one province was selected as the test area.Therefore,in the following study,in order to assess the ICT application level of rural K-12 math teachers as scientifically and comprehensively as possible,it is necessary to continuously make the evaluation system perfect,and expand the research area.