| In 2017,the Ministry of Education proposed to "enhance the overall support for information technology and to lead the innovation and development of vocational education" and "to vigorously promote the deep integration of information technology and education." The key to the deep integration of information technology and secondary vocational education lies in the ability of teachers to use information technology classrooms.This study is based on the background of the reform of the informationization teaching of Shanghai Secondary Vocational Education,and comprehensively analyzes the status quo and influencing factors of the teaching informatization teaching ability of Shanghai Secondary Vocational Schools in order to provide references for improving the effectiveness of informationized teaching reform.This research mainly uses the questionnaire survey method and interview method to analyze the current status and influencing factors of the informatization teaching ability of secondary vocational teachers in Shanghai.Based on the analysis and comparison of the key points and requirements of the informationization reform of the Shanghai Secondary Vocational School and the teaching informatization standards for teachers,a capability analysis framework is constructed;based on the technology acceptance model,an analysis framework for the influencing factors of capabilities is constructed.Based on this,a questionnaire was developed to quantitatively analyze the overall situation of the informatization teaching ability of secondary vocational teachers and the differences under different background variables,combined with interviews to analyze the influencing factors,and to propose a promotion strategy.Research findings: First,the professional teaching information skills of professional teachers in secondary vocational schools mainly include four dimensions: "technical quality","teaching design","teaching implementation",and "evaluation and development".Second,the "technical quality" and "teaching design" of Shanghai’s professional secondary school teachers performed relatively well,while "teaching implementation" and "evaluation and development" performed weakly;teachers’ "technical qualities" were at school,gender,There are significant differences in terms of age,graduate school academies,titles,and academic qualifications.The “educational design” ability shows significant differences in terms of age and education.“Evaluation and development” has significant differences in the area of graduated schools.Third,technical factors,teacher factors,and support system factors all have an impact on teachers’ information-based teaching capabilities.Based on this,this study proposes that the development strategies of Shanghai’s secondary vocational teachers’ information teaching ability include the following: Firstly,through the standardization of informatized product production standards and the upgrading of information technology teaching product quality,etc.Secondly,through enriching teacher-information teaching cognition,encouraging teachers to explore information-based teaching models,reducing teachers’ workload,adjusting the influence of teachers’ own factors on information-based teaching ability;thirdly,through effective teacher training,The construction of information-based teaching conditions,the improvement of teaching incentive measures and other measures,the influence of the support and control system factors on the teachers’ informatization teaching ability. |
