Research On The Influencing Factors Of Junior High School English Teachers’ Technology Application Based On The Grounded Theory

The development of AI,big data,cloud computing and other emerging technologies marks educational informatization 2.0.Under this background,challenges and opportunities coexist in education development.The development of information technology promotes the reform of educational concept and teaching mode,and at the same time brings opportunities for improving the quality and efficiency and innovative development of education.The constantly upgrading and changing teaching environment requires teachers to constantly improve their information-based teaching ability and their teaching design ability and teaching adaptability.As one of the main subjects in middle school,English teachers’ information-based teaching ability is directly related to the cultivation of students’ core quality.Therefore,this study takes junior high school English teachers as the research object,and conducts a qualitative study on the influencing factors of English teachers’ information technology application ability,which mainly includes the following contents:Firstly,based on the research topic,the current research status of IT application ability of junior high school English teachers is clarified through literature analysis:(1)most of the existing research is about the IT application ability of mathematics teachers,or the research does not distinguish the subject teachers,and the targeted research on the influencing factors of English teachers’ application ability is insufficient;(2)from the research results of the influencing factors are still in the macro dimension and not specific enough;(3)from the research methods,most of the existing literature adopts quantitative research methods such as questionnaires.According to the research status,the research problems,research contents,research approach and research methods of this research are determined.Secondly,this study mainly adopts the method of grounded theory in qualitative research to carry out the research on influencing factors,and comprehensively applies literature research,interview,case study etc.The original data were collected through open interview,semi-structured interview and other forms,and the factors affecting the application ability of information technology of junior high school English teachers were summarized through three-level coding,among which 50 were open coding,18 were principal coding and 6 were selective coding.Then,by referring to the existing model theory research and further classifying the 6 selective codes from the dimensions of internal factors and external factors,the influential factor model of junior high school English teachers’ application ability of information technology is constructed,which includes two aspects and six core categories,namely external factors(teaching environment,social environment and institutional environment).Internal factors(teacher’s concept and experience,teacher’s individual ability,teacher’s perception of technology).After building the influencing factor model,in order to have a deeper understanding of the action mechanism of each dimension factor in the real situation,that is,what is the internal relationship between each dimension?How do these factors affect English teachers?this study selected an "Internet+education" demonstration school for case study,analyzed the process of the school’s informatization construction and the cultivation of teachers’ application ability of information technology,and summarized the specific action path of its influencing factors.The analysis of the case shows that the influencing factors of different dimensions have different effects on teachers’ IT application ability,and the expectation factor is the internal motivation,which plays a major role.Finally,according to the questions and suggestions in the interview and the dimensions of the influencing factors model,targeted optimization strategies for the improvement of junior high school English teachers’ application ability of information technology are proposed.The countermeasures are put forward mainly from the five perspectives of teachers,schools,society,training and technology,including:(1)Change the concept and stimulate the enthusiasm of technology application;(2)Establish a digital learning community to improve teachers’ digital literacy;(3)Grasp the information leadership,improve the application awareness and atmosphere;(4)Pay attention to demand differences,improve the training content of ten strategies;(5)Focus on fusion innovation and improve capability evaluation indicators and so on.