Research On Application Status And Influencing Factors Of Data-Driven Instrution For Middle School Teachers

The advent of the era of big data has brought earth shaking changes to various traditional fields of social life.At present,practical research at home and abroad has proved that the use of educational data can help teachers make teaching decisions,find problems in the teaching process in time and adjust teaching strategies.China’s relevant policies have begun to help promote the construction of data-driven teaching infrastructure in schools.However,for middle school teachers at this stage,it is still difficult to implement data-driven teaching practice and use data platform to assist scientific and accurate decision-making in the teaching process.Therefore,it is of great practical significance to understand the application status of data-driven teaching in China and find out strategies to help middle school teachers apply data-driven teaching more effectively.In this study,firstly,through consulting the relevant papers on education data,data-driven decision-making,evidence-based education and data-driven teaching practice at home and abroad,the research problems and significance are determined.Then,based on the mature theoretical model,the questionnaire survey and interview method are applied to investigate the application status and influencing factors of data-driven teaching of middle school teachers Finally,it puts forward suggestions for the government,schools,teachers,students and platform builders to promote the continuous application of data-driven teaching for middle school teachers,and provides training programs for research schools.It is found that the current situation of data-driven teaching application in middle school is characterized by:the deployment of school infrastructure has been completed,but a relatively perfect management system has not been established,and the use of teachers also presents a polarization distribution.According to the survey and analysis:(1)It is found that teachers’ perceived usefulness has a direct positive impact on the application of data-driven teaching,and has an indirect positive impact through value perception and willingness to use;(2)Perceived ease of use will have an indirect positive impact on middle school teachers’ application of data-driven teaching through perceived usefulness and value perception;(3)Resource perception will have an indirect positive impact through perceived ease of use and value perception.The results show that data-driven teaching has an indirect positive impact on middle school teachers’ application of data-driven teaching;(4)Social environment has an indirect positive impact on middle school teachers’application of data-driven teaching through perceived usefulness,value perception and willingness to use;(5)Teachers’ value perception of data-driven teaching has a direct positive impact on the application of data-driven teaching,and has an indirect positive impact through willingness to use;(6)Teachers’ willingness to use of data-driven teaching has a direct positive impact on the application of data-driven teaching.Therefore,this study suggests that the government and schools should improve infrastructure,enrich data information,establish management system,carry out related activities,teachers should improve their skills,students should play the main role,and the data platform builder should organize training activities to optimize the function of the platform.At the same time,this study also provides training programs for research schools,improves the status quo of the use of data platform in research schools,and improves the implementation status of data-driven teaching.