| With the advent of the digital age,digital competence has become a necessary competence for citizens’ life,learning and employment.Strengthening the digital competence education of primary and secondary school teachers and students has become an important demand of basic education reform.As the guide and collaborator of cultivating students’ digital competence,the level of teachers’ digital competence directly affects the cultivation of students’ digital competence.Effectively improving teachers’ digital competence ability is the inevitable requirement of China’s digital age.At present,the research on primary school teachers’ digital competence education in China is still in its infancy,and there is no systematic framework standards and promotion strategies for teachers’ digital competence.Based on this,this study takes primary school teachers from 10 schools in L City,Shandong Province as the survey object,uses research methods such as literature research,questionnaire and interview to investigate the development status of primary school teachers’ digital competence,analyzes its existing problems and forming reasons,and puts forward strategies that can effectively improve primary school teachers’ digital competence.The details are as follows.The first part mainly discriminates the concept of digital competence and teachers’ digital competence,and puts forward the constituent elements of primary school teachers’ digital competence,which are mainly divided into five primary constituent elements:digital technology use ability,digital teaching ability,social cooperation ability,digital security ability and problem-solving ability,including 18 secondary constituent elements.The second part: mainly through questionnaire survey and interview,collect the data of the development status of primary school teachers’ digital competence in L City,Shandong Province,analyze the overall and specific dimensions of the data with SPSS statistical tools,and clarify the development status of primary school teachers’ digital competence at this stage,so as to provide basis for further research.The third part: through the analysis of the current situation,clarify the problems of primary school teachers’ digital competence at this stage.The main problems include: the significant difference between teaching ability and environment in the development of digital competence,the weak integration ability of teachers’ digital technology and subject teaching,the lack of teachers’ awareness of network security in the digital environment,and the lack of teachers’ application ability and innovation consciousness of digital technology.The fourth part: through the reason analysis of the problems of primary school teachers’ digital competence,it is found that the main influencing factors at the national level are: the lack of national education policy guidance;Urban and rural economic development is uneven.The main influencing factors at the school level are: the school’s pre-service training is insufficient;School on-the-job training is not in place.The main influencing factors at the teacher level are: the backward concept of teachers’ digital education;The internal motivation of teachers’ professional development is insufficient.The fifth part: according to the analysis results of the current situation,existing problems and forming reasons,this paper puts forward the strategies suitable for the improvement of primary school teachers’ digital competence.It mainly includes: develop special digital competence standards and create a high quality digital teaching environment;Accelerate the integration of digital technology and disciplines and provide diversified training;Update teachers’ professional cognition and enhance their awareness of digital competence learning. |
