Research On The Strategy Of Improving The Information-based Teaching Ability Of Junior High School History Teachers

As a part of social informatization,educational informatization has been paid more and more attention by the country.The promulgation of a number of documents shows that improving teachers’ information-based teaching ability is an important task of current education reform.It is an urgent need for teachers’ professional development to improve the ability of information teaching for junior high school history teachers,and also a necessary guarantee for students’ information learning to be effectively guided.Compared with the 2011 version,the latest compulsory education history curriculum standards issued by the Ministry of Education in 2022 have added sections such as "interdisciplinary theme learning" and "academic quality".In terms of teaching suggestions,more emphasis should be placed on the deep integration of information technology and history teaching,the improvement of teachers’ information-based teaching ability,and the cultivation of students’ core quality of history curriculum.This study uses the literature study to search,screen and study the literature related to teachers’ information-based teaching ability,and analyzes the research status of junior high school history teachers’ information-based teaching ability at home and abroad.Taking the history teachers of 33 junior high schools in L District of Linyi City of Shandong Province as the research object,the current situation of the information teaching ability of junior high school history teachers is investigated and analyzed through electronic questionnaire,interview and other investigation methods.Then summed up four problems existing in junior high school history teachers’ information-based teaching ability: Teachers lack of information application consciousness,and do not have a high enthusiasm for teaching evaluation;Teachers do not properly understand the concept of information-based teaching and do not have enough information literacy;The individualized needs of teachers are not satisfied,and the problem of "disconnection of learning and application" is prominent;Learning activities are less organized and communication between teachers is insufficient.Based on the four levels of Kirschner’s four-level model: reaction layer,learning layer,behavior layer and result layer,this thesis divides the causes of the problem into teaching consciousness level,existing cognition level,teaching behavior level and common development level.This study proposes corresponding promotion strategies based on the Koch four-level model:At the level of response,teachers should pay more attention to and understand relevant policies,strive to get out of the comfort zone of traditional teaching,and school administrators should improve their awareness of information leadership;At the learning level,history teachers should strengthen the study of relevant basic knowledge and increase practical experience in various aspects.At the behavioral level,the teacher training system should be improved,and the post-training supervision mechanism should be constructed.Schools should increase the use of smart classrooms to create smart classrooms;At the result level,the communication between history teachers and teachers of other subjects should be strengthened,and the connection between teachers inside and outside the region should be promoted.