A Research On The Strategies Of Improving Junior High School English Teachers’ Informational Teaching Ability In The Post-pandemic Era

During the ravages of the Novel Coronavirus,China took the lead in putting forward the call for "stopping school without stopping teaching" to minimize the impact of the pandemic on the country’s education.In response to the call,various places began to use the Internet for online teaching.Through this "big test",junior high school teachers across the country showed mixed levels of information technology teaching,which also reflected the lack of information technology teaching ability of junior high school teachers in general.In this research,135 English teachers and one school leader in W city were used as research subjects.Through a combination of quantitative and qualitative data analysis methods,such as questionnaires and interviews,the current situation of online teaching among junior high school English teachers during the pandemic was understood,and the influencing factors were further explored.Finally,based on the problems and influencing factors in the current situation,targeted countermeasures for improvement are proposed.This paper firstly explains the concepts related to teaching ability,informational teaching ability and junior high school English teachers’ informational teaching ability,and collates and analyzes the current situation of teachers’ informational teaching ability research at home and abroad through combing the literature;taking the research problem as the guide,with reference to the two major standards promulgated by the state,namely,the Standard of Information Technology Application Ability for Primary and Secondary School Teachers(for Trial Implementation)and the Standard of Teacher Training Student Ability Application,and combining With reference to the two standards promulgated by the state and the Standards for the Application of Information Technology for Teachers’ Competence,we try to develop a structure chart of junior high school English teachers’ IT teaching ability,which is designed according to three primary dimensions and seven secondary dimensions,and distribute and collect data after testing and reliability and validity analysis,and conduct data analysis on the survey results to propose the main factors affecting junior high school English teachers’ IT teaching ability,i.e.,national top-level After an in-depth analysis of the impact of these factors on junior high school English teachers’ informational teaching ability,we propose targeted strategies: at the national level,focus on the top-level design of educational informational,encourage non-governmental organizations to participate in the national informational construction process,realize resource sharing,and effectively reduce the work pressure and work burden of front-line teachers;at the school level,improve the school informational At the school level,we should improve the teaching environment and overall planning power of schools,and improve the construction of incentives and evaluation system of informational teaching ability,and constantly summarize and innovate the training system in teacher information ability training;finally,at the teacher level,from ideology to action,we should take informational teaching ability as a necessary ability to optimize English classroom teaching,cultivate students’ innovative thinking,and constantly develop teachers’ educational wisdom.The findings of the study have a certain guiding value for improving English teachers’ awareness and teachers’ informational teaching ability,and the proposed research strategies provide references for improving junior high school English teachers’ informational teaching ability.It is important for the improvement of English teaching quality in junior high school and the improvement of students’ learning effectiveness.