Research On The Cultivation Strategies Of High School Teachers’ Data Literacy

In order to realize the strategic plan of "the theory,technology and application of artificial intelligence will reach the world leading level in 2030",maker education has become a new thing and representative to promote the training of innovative talents.However,maker education has encountered a bottleneck in the process of development,among which the most prominent one is the extreme shortage of teachers and the academic background of teachers is uneven.The emergence of these problems undoubtedly puts forward higher requirements for the ability of maker teachers.As one of the important factors of the education system,teachers are the direct promoter of education reform and development.Therefore,how to build an "excellent team of teachers with maker teaching ability" has become the present The primary problem facing maker education.This study draws on the research results of previous teaching competence model,using literature research method,questionnaire survey and behavior event interview,built the teaching competence model of primary and secondary school teachers,based on the self-evaluation questionnaire of primary and secondary school teachers,and uses the validation factor analysis to test the model.Specifically,this study is mainly conducted in six sections:The first part is the clue.It roughly introduces the research background and research significance,and expounds the research ideas and research methods in detail.The second part is a literature review.First,the research of maker education at home and abroad and maker teachers It explains the research status of competency model from the two aspects of competency model and the method of construction into college teachers and primary school teachers,and the research of teaching competence needs to be strengthened.The third part is the conceptual definition and the theoretical basis.First,"maker education","competence","maker teacher","competence" and "teaching competence" are defined,and then explain the relevant theoretical foundation that support the research,including constructivist theory,multiple intelligence theory and "doing middle school" theory.The fourth part is the construction of the teaching competence model of primary and secondary school maker teachers.Through the frequency statistics and difference analysis of the results of the verification forms and behavioral event interviews,15 competence characteristics are obtained,which can be used to identify excellent maker teachers and ordinary maker teachers.In addition,the model structure is divided into four dimensions,namely,knowledge structure,teaching skills,professional quality and personal characteristics.The fifth part is the test of the teaching competence model of primary and secondary school maker teachers.First compiled the Self-assessment Questionnaire on Teaching Proficiency of Primary and Secondary School Maker Teachers;then through expert consultation and exploratory factor analysis,revised the questionnaire and divided dimensions,extracted four factors to match the teaching competency model constructed in Chapter Ⅳ We prove the validity of the model,and further prove the validity of the model.The sixth part is the application suggestion of the teaching competence model for primary and secondary school maker teachers.Suggestions on the recruitment,selection,training management,performance appraisal and normal university student training.The seventh part is the conclusion and reflection,points out the research conclusions,reflects on the research innovation and research deficiencies,and makes the prospects for the future research.In short,this research from the perspective of teaching competence,built the "teaching competence model of primary and secondary school teachers",compiled the self-evaluation questionnaire of primary and secondary school teachers,not only enriches the theoretical system of teaching competence research,expands the research field of maker education,and also provides the basis for the improvement of the quality of teachers in primary and secondary schools in China.