Research On The Status Quo Of Preschool Teachers’ Information Literacy

With the development of emerging technologies such as mobile internet and cloud computing,the hybrid learning model that can coordinate the advantages of online and offline learning has received more and more attention.Individuals can use the increasingly updated information technology to communicate and learn.Activity,and not in time and place,information literacy has become one of the essential qualities of individuals.As the main implementer of early childhood education,preschool teachers’ information literacy level not only determines their educational effects to a certain extent,but also directly affects their attitudes and adaptability to the future living environment.K city is located in the northwestern region,and the level of early childhood education is relatively lagging.The rational use of educational resources by the information age has become one of the effective measures to develop the city’s early childhood education,and the information literacy level of preschool teachers has highlighted its importance.Based on this,the research first defines the content structure of preschool teachers’ information literacy,and then conducts a questionnaire survey on the status quo of preschool teachers’ information literacy.Finally,based on the survey results,the training path of preschool teachers’ information literacy is proposed.details as follows:The first part: Explain the background,research significance,research status,research methods and theoretical basis of the research.The second part: the definition of preschool teachers’ information literacy concept.On the basis of the definition of literacy and information literacy,the information literacy of preschool teachers is divided into three first-level indicators: information literacy,information literacy,information attitude literacy,and then subdivided into 9 secondary indicators and 21 three.Level indicators and conduct follow-up studies based on this.The third part: the investigation and analysis of the status quo of preschool teachers’ information literacy.According to the classified information literacy indicators of preschool teachers,the questionnaires were compiled to investigate the status of information literacy of kindergarten teachers in K city,and interviews were conducted with some kindergarten teachers and kindergarten teachers.The survey results show that the overall level of information literacy of preschool teachers is not optimistic,information knowledge is weak,information skill level is low,and there are differences among different dimensions of information attitude.According to the analysis,the information literacy level of preschool teachers is in the aspect of personal computer equipment and participation in training.There are significant differences,but there is no significant difference in class computer equipment and collective information technology training.The fourth part: the path of preschool teachers’ information literacy training.According to the survey results,combined with the "professional standards for preschool teachers(trial)" and the theory of adult learning,the content and form of preschool teachers’ information literacy training were put forward,and the garden training was proposed from the macro,meso and micro dimensions.Combine with the research study of special topics,create a community of internal and external interactive learning in kindergarten,and build a training path for the personal network training platform for preschool teachers.