Information Literacy Of Rural Kindergarten Teachers In Yanji City Current Research

With the rapid development of education informatization,information technology has been widely used in various fields of education.The new era represented by the digital age,the network age,and the multi-media age provides a steady stream of information resources for the development of education,and closely connects the information technology of the new era with the tasks of education and teaching.The rapid development of information technology has changed the traditional teaching mode,which requires teachers of knowledge imparters to have a certain level of information literacy.On the one hand,as the informatization of kindergarten education has gradually received the attention of the country,improving the information literacy of the overall team of kindergarten teachers has become one of the important contents of the national education strategy now and for a considerable period of time.On the other hand,preschool education is the foundation of the entire education,and the information literacy of its teachers is particularly important.However,the relative shortage of teaching resources in rural kindergartens in my country at this stage,inadequate infrastructure,relatively small capital investment,and insufficient number and quality of teachers have hindered the application of information technology in the field of rural early childhood education,thus affecting rural children.The development of teacher information literacy.Based on this background,this study uses research methods such as questionnaires and interviews to understand the current status of information literacy of rural kindergarten teachers in Yanji City,analyze the problems and causes of their information literacy,and draw the following conclusions:(1)The information literacy of rural kindergarten teachers in Yanji City is generally at an average level.From the perspective of all dimensions,the highest average is basic information literacy,which is at a relatively high level;the other three items are all at a general level,from high to low:subject information literacy,development information literacy,and scientific research information literacy.(2)There are significant differences in age,teaching age,education background,and major in information literacy and various dimensions of rural kindergarten teachers in Yanji City.(3)The problems in each dimension of information literacy are: in terms of basic information literacy,there is mainly a relative lack of basic knowledge for kindergarten teachers;in terms of subject information literacy,information technology and teaching applications present a "two skin" state,and information technology The use of rigid rules,lack of innovation and integration;in terms of scientific research information literacy,kindergarten teachers’ attitude and ability to use information technology for scientific research are not strong;in terms of developing information literacy,whether it is reflection and innovation,or lifelong learning and professional development,Kindergarten teachers lack initiative and enthusiasm.(4)Through the analysis of questionnaire data and interviews,it can be found that the negative impacts on the information literacy of rural kindergarten teachers are the outdated educational concepts of kindergarten teachers,the poor ability of kindergarten teachers to adapt to the information environment,and the insufficient attention paid by kindergarten leaders.Insufficient informatization facilities and equipment,incomplete informatization education system,and incomplete information technology training system.Based on the above conclusions,the following suggestions are made from two aspects: kindergarten teachers and kindergartens(1)Change the concept of education and establish a working attitude of seeking innovation and change(2)Establish the concept of lifelong learning and become a learning teacher(3)Improve the construction of information network infrastructure and create a good education and information technology atmosphere(4)Actively improve teacher training,evaluation,and incentive management mechanisms...