A Survey Of The Status Quo Of Rural Elementary School Teachers’ Information Ability

In the 21 st century,China has entered the information age,the rapid development of modern science and technology has led to the progress and development of many aspects of society,and the informationization of education has also become the trend of the times.Under the background of educational informationization,the society has put forward higher requirements for teachers’ own information ability.only when teachers have good information ability can they make full use of all kinds of educational resources and improve teaching methods.improve the effect and efficiency of education and teaching.With the integration of urban and rural education today,education informatization in rural primary schools should receive more attention.The development of information technology provides more abundant teaching resources for rural primary schools,which requires that rural primary school teachers must have good information ability,be able to accurately screen and deal with teaching resources according to teaching needs,be good at teaching with the help of modern science and technology and pay attention to cultivating students’ information ability,so that rural primary school teachers have become an important force to promote the realization of educational informatization in rural areas.This paper adopts the combination of qualitative and quantitative research methods,taking the teachers of nine rural primary schools in H County as the investigation object,and comprehensively uses the methods of literature research,questionnaire and interview to conduct an in-depth investigation and research on the information ability of rural primary school teachers.First of all,through the analysis of questionnaire data and interview contents,it is found that there are mainly the following problems in the information ability of rural primary school teachers: the individual differences of teachers’ information ability;the low information ability of male teachers;the low information ability of old teachers;the low information ability of township primary school teachers;the low information ability of teachers with junior college education;the gaudy training of teachers’ information ability,and the poor training effect.Secondly,it analyzes the reasons for the problems existing in the information ability of rural primary school teachers: the personal conditions of teachers are limited;the professional gender structure of teachers is unreasonable,and the number of young male teachers is small;the learning ability of old teachers is poor and the awareness of lifelong learning is weak;the teaching facilities of township primary schools are not perfect;the professional literacy of teachers with junior college degree is weak;the training system of teachers’ information ability is not perfect.Thirdly,based on the analysis of the problems and causes of the information ability of rural primary school teachers,the corresponding solutions are put forward: to providediversified learning resources to meet the individual needs of teachers,to optimize the structure of teachers and to balance the ratio of male and female teachers;help veteran teachers to establish a sense of lifelong learning,build a teacher learning community,increase financial investment,improve the school infrastructure construction;Strengthen on-the-job education,improve teachers’ academic qualifications and professional literacy,broaden training channels,and reasonably arrange training contents.