| In the era of "Internet +",with the penetration of new technologies such as cloud computing and artificial intelligence into education,the school emphasized the role of information and communication technology(ICT)in education.E-books and i Pads are new learning tools.A set of technical resources conducive to fragmented learning enables learners to conduct personalized learning in and out of the classroom and meet the learning needs of learners.Information and Communication Technology(ICT)is a means for contemporary and future students to acquire the essential skills of the 21 st century to create critical thinking,problem solving,communication and collaboration.Its proper use helps to promote the teaching and learning process of teachers and students in the classroom.As the gatekeeper of national talent training,teachers need to strengthen their teaching and multimedia use ability.Using human-computer interaction,teachers can flexibly control the teaching content according to the timely feedback of the classroom,make full use of high-quality teaching resources,reasonably arrange teaching time,and design teaching activities.Complete teaching tasks,strengthen the construction of activities,give play to the role of teaching,and improve the quality of education in China.However,the application of ICT in education has not yet reached the expected development.How to achieve effective integration requires researching the reasons for teachers' use of technology,breaking the barriers in the application of information technology education and teaching,and thus better supporting teachers with different technical capabilities.development of.This study takes the integration perspective of human,technology and knowledge as the starting point of research.Based on the relevant theoretical models of teachers' ICT application ability,based on a large number of literature research and combined with the interview summary of primary and middle school teachers in a certain area,this study draws the influence of teachers' ICT application.Factors,through quantitative research methods,local teachers distributed questionnaires,using IBM SPSS statistics 22 analysis questionnaires to analyze relevant data results through correlation analysis to explore the relationship between teachers' ICT application ability factors,to self-efficacy,recognition Knowledge style and TPACK are the entry points,combined with age and discipline,facing urban and rural primary and secondary school teachers in a certain area of Shanxi Province,using questionnaires to explore the relationship between teachers' ICT application ability factors through correlation analysis,and using multiple linear regression methods to construct Teacher ICT application capability prediction model.The data show that self-efficacy has a positive impact on teachers' TPACK ability,and field independence-field-dependent teacher cognitive style leads to differences in self-efficacy and TPACK ability.At the same time,ageis related to self-efficacy,cognitive style,TK,TPACK,PCK,CK,etc.Disciplinary differences can also lead to different levels of self-efficacy and TPACK.TK is the predictor of the greatest impact on teachers' ICT application,followed by self-efficacy,TPACK,CK,subject knowledge,PCK and cognitive style.Finally,In the new era,the development of ICT application ability of teachers can start from the aspects of technology innovation,demand orientation,application-driven and institutional guarantee,and try to explore the possible aspects of ICT application in the teaching process,and encourage teachers to think about the application of ICT in the classroom.Because this is a must in the future.The application of ICT in the teaching process offers great possibilities for the simulation,presentation and visualization of learning materials.Implementing e-learning and information and communication technology(ICT)in the education system can provide teachers with opportunities to upgrade and improve their curriculum and improve the quality of education. |
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