Research On Influencing Factors And Cultivation Paths Of Primary And Secondary School Teachers’ Data Literacy

With the advent of the era of big data,in the field of education,obtaining and analyzing data is an important way to provide personalized learning support for students and help teachers optimize teaching.Therefore,teachers’ data literacy has gradually become one of the core qualities that must be possessed by teachers’ professional development in the future,its cultivation and development need to be paid attention urgently.However,educational data is little application in the level of teaching practice.From the current teaching practice,many primary and secondary school teachers lack a profound understanding of educational data,and they can only use relatively low-level data to guide practice.In addition,many research experience and practical experience show that how to effectively mine and use the educational data in the teaching scene is still a great challenge for most teachers,and most domestic studies’ analysis of the differences in the data literacy level of primary and secondary school teachers in China is slightly insufficient.Therefore,this study plans to deeply excavate the main factors and action mechanism affecting the development of teachers’ data literacy,and put forward targeted cultivation path of teachers’ data literacy on this basis,provide theoretical and action guidance for the cultivation of teachers’ data literacy.Based on the literature review,this study preliminarily determines the influencing factors of primary and secondary school teachers’ data literacy,then puts forward research hypotheses and constructs the influencing factor model of teachers’ data literacy.This study carries out large-scale empirical research on primary and secondary school teachers in Jiangsu,Zhejiang,Henan,Shandong and other regions,recovers the formal survey sample data,and analyzes the development status and influencing factors of primary and secondary school teachers’ data literacy.At the current level of the development of teachers’ data literacy,the study found that: there is a strong correlation between teachers’ data use ability,data attitude and data use belief;there are great differences in the development of data literacy among primary and secondary school teachers of different ages,regions and educational backgrounds;the technical training received by teachers is acceptable,but the effectiveness of training is in doubt.Based on the test and correction of the hypothetical model by using the structural equation model,in order to further explore and the main factors affecting teachers’ data literacy,this study conducts in-depth interviews with several teachers,and finally summarizes five main influencing factors: system characteristics,data collaboration,instrumental support,data culture and leaders ’ data literacy.Finally,put forward the research conclusion systematically: data culture,data collaboration and system characteristics can positively affect teachers’ data literacy;instrumental support can positively affect data culture,data collaboration and system characteristics;data collaboration plays an important intermediary role in the cultivation of data literacy;leaders’ data literacy is of great significance to the cultivation of teachers’ data literacy.Based on the main findings,this study systematically and pertinently puts forward the cultivation path of teachers’ data literacy from the macro top-level planning level,the meso school leadership level and the micro teacher behavior level.At the macro level,firstly,the evaluation standard of teachers’ data literacy should be formulated with the ability,attitude and belief of data use as the core;secondly,strengthen the monitoring of teachers’ data literacy and establish a teacher data literacy training mechanism based on multimodal data;thirdly,pay attention to the cultivation of rural teachers’ data literacy,and realize the balanced development of urban and rural teachers’ data literacy.At the meso level,firstly,shape the school data culture and cultivate the action characteristics of teachers’ data use;secondly,clarify the technical leadership responsibilities of school managers and establish and improve the school data management mechanism;thirdly,strengthen instrumental support and optimize the system characteristics of educational data operation platform.At the micro level,firstly,construct cooperative network of primary and secondary school teachers’ data use and carry out blended training of teachers supported by information technology;secondly,establish a learning organization to realize the "in-depth talks" of the data team;thirdly,integrate data literacy and educational ability and improve teachers’ mental model of data literacy cultivation.