Research On The Influencing Factors Of Rural Teachers’ Reuse Of Digital Teaching Resources

Promoting the effective sharing of digital education resources is the core link of education Digital transformation.The reality is that the supply of digital education resources for rural teachers is increasing rapidly,but the "urban oriented" characteristics of digital teaching resources from urban to rural areas are prominent,and the appropriateness and practicality of resource selection for rural teachers are prominent.The issue of whether and how rural teachers can reuse digital teaching resources is related to issues such as urban-rural school integration,smart teaching research,and urban-rural teacher collaboration.It is urgent to deeply explore the factors that affect the reuse of digital teaching resources by rural teachers and find effective solutions.Previous studies have explored the status of teachers’ application of digital teaching resources and concluded that the overall level of application is not high,teachers’ application is not autonomous,and teachers’ skill level is insufficient.This study combines research frameworks such as high-quality oriented digital teaching resource services,draws on theories such as variance and process theory and information lifecycle,and summarizes foreign empirical research on the application of digital teaching resources by teachers.It investigates the current application status and existing problems of digital teaching resource services in China,and deeply explores the core factors affecting the reuse of digital teaching resources for rural teachers,The aim is to analyze the regular characteristics of rural teachers reusing digital teaching resources,in order to optimize the generation pattern of digital teaching resources and improve the service quality of digital teaching resources.This research has designed the technical route of "systematic literature analysis-early research-model hypothesis-model verification(later research)-model application(participation in observation)",explored research methods and core factors from relevant literature and teacher surveys,and constructed research hypotheses using the comprehensive model of behavior prediction and the technology acceptance model,Furthermore,the initial model of influencing factors on the reuse of digital teaching resources by rural teachers was validated using the influencing factor scale and structural equation model.Finally,based on the research model results and teacher interviews,suggestions for efficient reuse of digital teaching resources by rural teachers were proposed.Firstly,a rigorous and reasonable systematic review method was used to conduct in-depth research on the development status and characteristics of foreign teachers’ reuse of digital teaching resources.The reuse of digital teaching resources by foreign teachers has always been a hot topic in the research field,and the connotations and influencing factors involved in the reuse of digital teaching resources are very complex and diverse.For the subsequent empirical research on the reuse of digital teaching resources by rural teachers,it provides certain theoretical guidance and empirical reference.Promoting the effective sharing of digital education resources is the core link of education Digital transformation.The reality is that the supply of digital education resources for rural teachers is increasing rapidly,but the "urban oriented" characteristics of digital teaching resources from urban to rural areas are prominent,and the appropriateness and practicality of resource selection for rural teachers are prominent.The issue of whether and how rural teachers can reuse digital teaching resources is related to issues such as urban-rural school integration,smart teaching research,and urban-rural teacher collaboration.It is urgent to deeply explore the factors that affect the reuse of digital teaching resources by rural teachers and find effective solutions.Previous studies have explored the status of teachers’ application of digital teaching resources and concluded that the overall level of application is not high,teachers’ application is not autonomous,and teachers’ skill level is insufficient.This study combines research frameworks such as high-quality oriented digital teaching resource services,draws on theories such as variance and process theory and information lifecycle,and summarizes foreign empirical research on the application of digital teaching resources by teachers.It investigates the current application status and existing problems of digital teaching resource services in China,and deeply explores the core factors affecting the reuse of digital teaching resources for rural teachers,The aim is to analyze the regular characteristics of rural teachers reusing digital teaching resources,in order to optimize the generation pattern of digital teaching resources and improve the service quality of digital teaching resources.This research has designed the technical route of "systematic literature analysis-early research-model hypothesis-model verification(later research)-model application(participation in observation)",explored research methods and core factors from relevant literature and teacher surveys,and constructed research hypotheses using the comprehensive model of behavior prediction and the technology acceptance model,Furthermore,the initial model of influencing factors on the reuse of digital teaching resources by rural teachers was validated using the influencing factor scale and structural equation model.Finally,based on the research model results and teacher interviews,suggestions for efficient reuse of digital teaching resources by rural teachers were proposed.Firstly,a rigorous and reasonable systematic review method was used to conduct in-depth research on the development status and characteristics of foreign teachers’ reuse of digital teaching resources.The reuse of digital teaching resources by foreign teachers has always been a hot topic in the research field,and the connotations and influencing factors involved in the reuse of digital teaching resources are very complex and diverse.For the subsequent empirical research on the reuse of digital teaching resources by rural teachers,it provides certain theoretical guidance and empirical reference.Secondly,through questionnaire surveys and interviews,teachers from urban and rural primary and secondary schools were selected as research subjects to conduct a survey on the reuse of digital teaching resources.The results showed that the specific process of teachers reusing digital teaching resources includes seven steps: retrieval,screening,download,processing,examination,processing,and interpretation.At present,there are the following problems in the reuse behavior of rural teachers: lack of reuse ability,insufficient school training;Low awareness of digital resource quality control and management;The overall level of reuse of new digital teaching resources is insufficient,and the teaching methods of teachers are relatively single.Then,referring to the comprehensive model of behavior prediction and the technology acceptance model,the influencing factors of rural teachers’ reuse of digital teaching resources are divided into three major dimensions,namely,resources,individual teachers,and environment,and eight important influencing factors,including perceived usefulness,perceived ease of use,attitude,willingness,self-efficacy,subjective norms,innovative atmosphere,and work pressure,are determined,Based on the factor relationship of the reference model,a research hypothesis and initial model for rural teachers to reuse digital teaching resources were proposed.Then,the influencing factors scale was designed and developed based on foreign classic scales.Taking rural teachers as research objects,the research hypothesis and hypothesis model of rural teachers’ reuse of digital teaching resources were tested by constructing structural equation models,which proved the interrelationship among perceived usefulness,perceived ease of use,and attitudes,and confirmed the significant positive impact of self-efficacy,subjective norms,and attitudes on willingness,We examined the relationship between willingness,innovative atmosphere,work pressure,and reuse behavior.Finally,based on existing findings and teacher interviews,this study concludes that perceived usefulness is the core of digital teaching resource reuse,while perceived ease of use is the key to digital teaching resource reuse;The attitude and willingness of rural teachers are the decisive factors of reusing behavior,self-efficacy and subjective norms are the basic premise of reusing behavior,and innovative atmosphere and work pressure are the important conditions for rural teachers to reuse digital teaching resources.Therefore,research suggests that there are three important ways for rural teachers to efficiently reuse digital teaching resources: firstly,to optimize resource content and create a digital environment;Secondly,enhance the awareness of reuse and promote teacher development;The third is to strengthen top-level design and create an innovative atmosphere.