The Investigation Of Data Literacy For Primary And Middle School Teachers

In the era of big data,the technology of big data has been integrated into various industries,and the field of education and teaching is no exception.Big data technology makes the breadth,depth and fineness of the data collected by education continuously extended,and the educational data become more and more diversified and unstructured.Education big data brings a lot of convenience and help to teachers,but it also puts forward new requirements for teachers’ professional development.Primary and secondary school teachers not only need to have solid professional knowledge and strong information teaching ability,but also need to have good data literacy.Teachers should adapt to the cultural background of data,learn to understand data,believe in data,and be able to find their own shortcomings in teaching based on data analysis,make scientific teaching decisions with data,and optimize teaching activities.Therefore,on the basis of existing studies,empirical research on the data literacy of primary and secondary school teachers has become an important research topic in the era of big data,which is of great value and significance for promoting the professional development of primary and secondary school teachers.Based on the data literacy of primary and secondary school teachers,this study conducts an empirical study on data literacy of primary and secondary school teachers through literature research method,questionnaire survey method and content analysis method,focusing on the following three aspects.First,the establishment of the questionnaire on data literacy of primary and secondary school teachers.On the basis of literature research,first of all,this study constructs the dimension framework of data literacy of primary and secondary school teachers.Secondly,based on the conceptual framework,a questionnaire was prepared,which was reviewed by experts,tried out,analyzed by projects,and tested for reliability and validity.Finally,a questionnaire on data literacy of primary and secondary school teachers with high reliability and validity was formed.The questionnaire consists of three parts: basic information,evaluation scale and open questions.The basic information includes 13 questions,and the evaluation scale includes 6 dimensions,36 questions and 1open question.The research shows that the questionnaire has good reliability and validity,and is suitable as a tool to evaluate the data literacy of primary and secondary school teachers.Second,the current situation of data literacy of primary and secondary school teachers.In shandong province,330 primary and secondary school teachers in 15 districts and cities were selected to carry out the current situation survey.The results show that the data literacy of primary and secondary school teachers is relatively high on the whole,and their data capacity needs to be further improved.Data literacy of primary and secondary school teachers is closely related to all dimensions.The results of the difference analysis show that there is no significant difference in the data literacy of primary and secondary school teachers.The gender and teaching age of primary and secondary school teachers showed no significant difference in overall data literacy,but showed significant differences in individual dimensions.The educational background and educational background of primary and secondary school teachers differ significantly in the overall data literacy and individual dimensions.There are significant differences in the overall data literacy and individual dimensions of primary and secondary school teachers in terms of age,teaching period and discipline.There are significant differences in the overall data literacy and each dimension in the school’s geographical location,the number and use of digital systems.The training situation of primary and secondary school teachers has significant difference in overall data literacy and each dimension.Third,based on the conclusion of the current situation survey,this study strengthens the cultivation of teachers’ data ability and comprehensively improves the data literacy of primary and secondary school teachers.Using the intelligent recommendation method,push different network training resources for different teachers;To promote the construction of digital campus and improve the data literacy of primary and secondary school teachers by improving the digital environment,the paper puts forward the corresponding strategies to improve the data literacy of primary and secondary school teachers.