Research On The Influence Factors Of Junior High School Teachers’ Informationized Teaching Ability Under The Background Of Informatization 2.0

Since the 1990 s,informatization has become the mainstream development trend in the field of education,the educational value of technology has been fully demonstrated,and the supporting role of technology in education and teaching has gradually deepened.However,due to the complexity of education and regional differences,information technology has not brought about "dramatic changes" in the field of education.At current stage,the development of junior high school teachers’ informatization teaching ability is not comprehensive,resulting in the informatization teaching design plan carefully prepared by teachers in the classroom is not effective in the implementation process,or the phenomenon that teachers use technology only for the purpose of using technology.How to effectively improving this ability of teachers under the background of informatization2.0 has become the key to information-based teaching.Based on the literature review,combined with teacher interviews,this study sorted out the internal and external factors and external environment factors on junior high school teachers’ informationalized teaching ability,including demographic variables,internal factors(teacher concept,self-efficacy),external factors(teacher training,software and hardware environment,school management system),forming a basic framework of ability influencing factors and put forward corresponding research hypotheses.on this basis,a questionnaire was designed for junior high school teachers’ informationalized teaching ability and its influencing factors,and the pre-test questionnaire was revised through item analysis and exploratory factor analysis to form a formal questionnaire.Then,a questionnaire survey was conducted on partial junior high schools in L City,Henan Province,and 279 valid questionnaires were taken back.On this basis,the SPSS25.0 was used to carry out difference analysis,correlation analysis,regression analysis and so on.The final study found that:(1)Among the internal factors: teachers’ attitude and motivation in the "teacher concept" factor,and teachers’ general teaching efficacy and personal teaching efficacy in the "self-efficacy" factor have a significant positive effect on their informationalized teaching ability.(2)Among the external factors: the training process and training transfer in the “teacher training” factor,and the guarantee mechanism,leadership attention,and incentive mechanism in the “school management system” factor all play a significant positive role in the informationalized teaching ability of junior high school teachers.However,the factors of "software and hardware environment" did not have a significant impact on junior high school teachers’ informatization teaching ability;(3)among demographic variables,teaching age had a significant impact on teachers’ informatization teaching ability,that is,the informationalized teaching ability of teachers with more than 16 years of teaching experience is significantly higher than that of teachers with 0-5 years of teaching experience;while gender,teaching subjects,and school location have no statistically significant impact on such ability of junior high school teachers.Based on the above empirical research,this research puts forward appropriate countermeasures and suggestions through semi-structured interviews,such as junior high schools should provide organizational support to enhance teachers’ self-efficacy;teachers should enhance their ability to develop consciousness and update informationalized teaching concepts;education management departments should plan and implement scientifically to ensure the effectiveness of information technology training;schools need to improve management systems to promote the development of teachers’ informationalized teaching capabilities.