Research On Data Literacy Model Construction And Improvement Strategies Of Primary School Teachers

Big data,as a new force to change the world,is changing people’s daily life with the momentum of blindness.As one of the traditional industries where technology is the most difficult to "conquer",education has also entered the "ramp" of the expressway under the impact of big data technology and ideas.Faced with the arrival of the era of big data and the requirements of data-driven teaching,under the current background,data-driven teaching has become the trend of the times,and data literacy has become a necessary quality of a qualified teacher.What is the data literacy and what is the current situation? How can we better improve the data literacy of teachers to adapt to the current era? This has become a hot issue of general concern.This study takes primary school teachers as the research object and adopts literature research,interview and questionnaire to construct data literacy model of primary school teachers.Firstly,the data literacy dimensions of primary school teachers are preliminarily divided,and on this basis,the data literacy questionnaire of primary school teachers is compiled.The questionnaire is revised and determined by exploratory factor analysis and formally issued.Secondly,the data literacy dimensions of primary school teachers are verified by confirmatory factor analysis and the final model is established.Finally,the data literacy of primary school teachers is realized through the survey data.This paper analyses the data literacy of primary school teachers,and puts forward corresponding strategies to improve the data literacy of primary school teachers.Through investigation and research,the following conclusions are drawn: First,primary school teachers’ data literacy is mainly related to data awareness and ethics,data acquisition,data processing,data application and data exchange.Among them,data awareness and ethics are the basic part of the whole model;data acquisition and processing are the key and prerequisite of data literacy respectively;data exchange provides guarantee for teachers’ data literacy;and as the core data application of data literacy model,it has the greatest correlation with teachers’ data literacy,with the correlation coefficient reaching 0.86.Secondly,the main problems existing in primary school teachers’ data literacy ability are poor data awareness and ethical performance,lack of data acquisition ability,low data processing ability,impediment of data application,differences in data exchange,and uneven data literacy ability of teachers from different backgrounds.Thirdly,in view of the current situation of primary school teachers’ data literacy ability,this article from This paper puts forward corresponding promotion strategies from three aspects:teachers themselves,schools and governments,hoping to provide some referenceprograms for elementary school teachers to improve their data literacy,so as to better promote the development of basic education in the era of big data.