Research On The Current Situation Of Digital Literacy Of Rural Primary And Secondary School Teachers And Countermeasures To Improve It

With the opening of the wave of digitization,the in-depth integration of digital technology and education teaching has gradually become the new normal of education development,and is also an important focus for improving the quality of basic education.As far as rural education is concerned,the use and development of digital technology is still lagging behind,which has become an important factor restricting the improvement of education quality.From the perspective of the main body of practice,teachers are the key force to promote the deep integration of digital technology and rural education and teaching,and the level of their digital literacy directly determines the degree of digitization of rural education,and also affects the cultivation and development of students’ digital literacy.Therefore,improving the digital literacy of rural teachers is of far-reaching significance in promoting the integration of digital technology and education in rural areas.This paper mainly focuses on the idea of identifying problems-analyzing problems-solving problems to carry out specific research.First of all,in terms of connotation interpretation,this study takes the "Teachers’ Digital Literacy" issued by the Ministry of Education as the main reference,and combines relevant studies at home and abroad to classify the components of teachers’ digital literacy into six first-level dimensions: digital awareness,digital knowledge and skills,digital teaching and learning application ability,digital safety,digital professional development ability,and digital communication and sharing ability,which are further subdivided into 28 second-level dimensions.Based on this framework,this paper designs a digital literacy questionnaire for rural primary and secondary school teachers and conducts field research.Secondly,in terms of problem identification and mechanism analysis,through the questionnaire survey of 468 rural primary and secondary school teachers in Shijiazhuang City,Hengshui City,Chengde City and Xingtai City of Hebei Province,combined with interviews,the study found that: at present,rural primary and secondary school teachers’ digital literacy exists in the form of insufficient reserves of digital knowledge,low educational skills,digital cognition and practice have not yet achieved the "unity of knowledge and action",digital technology and subject matter have not yet achieved the "unity of knowledge and action",and digital technology and subject matter have not yet been integrated into the curriculum.The study found that rural primary and secondary school teachers’ digital literacy is characterized by insufficient digital knowledge reserves,low educational skills,digital cognition and practice not yet "knowing and practicing",weak integration of digital technology and disciplines,weak awareness of digital rights and responsibilities,lack of security and protection ability,insufficient digital innovation ability,and the ability to acquire knowledge on a continuous basis.In terms of further analysis,combined with the survey data and interview results,the reasons for the above problems are mainly attributed to the following: lagging concepts of teachers’ digital cognition;insufficient motivation for teachers’ digital literacy self-improvement;backwardness in the construction of school’s digital hardware and software facilities;lack of an effective and complete assessment system for digital teaching in schools;an inadequate digital literacy training system constructed by the education authorities;and the weakness of teachers’ qualifications in primary and secondary schools in rural areas.Based on theoretical elaboration and practical analysis,this paper puts forward targeted countermeasures and suggestions at the levels of teachers,schools and education authorities respectively.At the teacher level,the cognitive concept of digital teaching should be changed;the learning of digital knowledge and skills should be strengthened;and the effective integration of digital technology and subject teaching should be promoted.At the school level,the construction of digital hardware and software facilities should be improved;and the evaluation mechanism of rural teachers’ digital literacy should be improved.At the level of education authorities,the digital literacy training system for rural teachers should be improved;young talents should be introduced to strengthen the construction of the teaching force;a digital exchange and learning platform for urban and rural teachers should be built;and special guidance on digital teaching should be carried out.