| China Education Modernization 2035 promulgated in 2019 clearly puts "accelerating educational reform in the information age" as one of China's strategic tasks for education modernization,building an intelligent campus,and coordinating the construction of an integrated intelligent teaching,management and service platform Promote the reform of education governance,speed up the formation of a modern education management and monitoring system,and promote the precision of management and scientific decision-making,Is an important direction for the development of primary and secondary schools in China in the future.In practice,schools at all levels and types continue to promote the construction of smart classrooms,smart teaching,and smart learning,and a smart campus system is gradually formed.With the further application of educational big data technology in educational scenarios,a large amount of scattered,unstructured educational data can be collected and analyzed,which provides important support for improving the targeted and scientific nature of teachers' teaching activities.Teachers are the leaders of teaching activities.The in-depth integration of educational informatization and educational big data in schools will inevitably require teachers to use information technology in daily teaching,make full use of educational data to solve teaching problems,and optimize teaching decision-making programs.How to make full use of data,transform it into information and make decisions based on this information has become the focus of future teachers' work.At present,the academic community has widely recognized that the past "experiential decision-making" of teachers cannot effectively improve the teaching effect.Focusing on the teaching decision-making of teachers,in the 1990 s in China,under the promotion of the professional development of teachers,there has been research on the promotion of teacher teaching decision-making.Certain theoretical achievements and practical experience,but with the continuous deepening of newtechnologies and new concepts in education informatization,it is necessary to discuss teachers' teaching decisions in depth.However,most of the existing research on data-supported teaching decision-making is macro-theoretical research,how to apply data to teacher's teaching decision-making from a micro perspective,what data literacy teachers need in the process of using data,and for the context of data-supported teaching decision-making Teachers' data literacy content elements have not yet formed a systematic understanding.In order to improve the ability of teachers to use data to make teaching decisions,it is necessary to first sort out the quality requirements that teachers should have when using data to support their teaching decisions.Based on the above discussion,this study,on the basis of integrating existing related research,studies the composition of teacher data literacy that data supports teachers' teaching decisions.Specifically,this study explores the following issues: 1)What dimensions and indicators should data support teachers' teaching decisions include? 2)How important and reasonable are the dimensions and indicators at all levels?This research aims to explore the content and indicators of teachers' data literacy in the context of data-supported teaching decision-making,and construct a scientific and complete data literacy indicator system when teachers use data to make decisions.This study uses the literature analysis method,Delphi method,and interviews Research methods such as law,through the collation and analysis of relevant literature at home and abroad,combed the theoretical literature in four aspects of primary and secondary school teachers 'teaching decision-making,wisdom teaching,data-supported teaching decision-making,and teachers' data literacy.Based on the current status of the teacher's teaching decision-making process,based on the theoretical framework of teacher data literacy at home and abroad,which is based on classic and reliable data to support teaching decision-making,the data-supported teaching is constructed on the basis of the existing teacher data literacy index system as a supplement The theoretical framework of teacher literacy for decision-making is the theoretical framework of this study.Based on this,a teacher data literacy index system with data support for teaching decision-making was initially proposed.Through two rounds of Delphi,18 experts were invited to revise and score the scientificity of index division,the accuracy of language description,and the importance of indicators.And score the weight of each indicator.At the same time,semi-structured interviews were conducted with six excellent primary and secondary school frontline experts to revise and improve the practicality andfeasibility of the indicator system,ensuring the scientificity and integrity of the indicator system.Finally,the teacher data literacy index system that the data of this study supports teaching decision-making is established,that is,4 first-level indicators,13 second-level indicators and 58 third-level indicators.The indicator system is finally constructed.This study found that in the index system constructed in this study,the "knowledge" has the highest weight in the first-level indicators,and the "teaching and curriculum knowledge" has the highest weight in the second-level indicators.This shows that experts believe that When teachers use data to support their teaching decisions,it is more important to master the knowledge of teaching and courses,not just "data knowledge." This shows that when teachers use data to make decisions,they cannot blindly emphasize data technology.Function,teachers 'teaching knowledge should be integrated into teachers' decision-making behaviors,and landed in classroom teaching.At the same time,this study also found that at present,teachers in China use data for teaching decisions to pay more attention to knowledge,attitudes,and skills,and have not yet delved into the specific literacy of decision-making behavior.Therefore,it is necessary to develop standards and systems to promote the development of teachers 'data literacy;Data supports the internal and external atmosphere of teaching decision-making,provides a practical platform for teachers to use data;strengthens the training of normal students and on-the-job teachers,and improves the data literacy of teachers.This study focuses on the data literacy indicators that teachers should have when they use data to support teaching decisions.Through literature review and interviews,we have initially constructed a teacher data literacy indicator system based on data-supported teaching decisions in China 's educational context.In-depth discussion is conducive to improving teachers' data literacy with the times,providing some guidance for the construction of smart campuses,and providing ideas for more efficient regional teaching reform. |
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