Research On The Design And Practice Of Teaching Activities For Fostering Data Literacy Of Pre-service Teachers

With the introduction of concepts such as precision teaching,smart classroom and big data for education and the promotion and application of technologies in education and teaching,data-driven teaching paradigm has become a new development trend.As the leader of education and teaching,whether teachers have data literacy has become the decisive force to realize datadriven precision teaching.However,the current research on data literacy training of teachers is mainly focused on in-service primary and secondary school teachers,and few practical studies focus on data literacy training of pre-service teachers.Moreover,as the main force of teachers in the future,the improvement of data literacy of students in normal universities is also crucial.Therefore,the main objective of this study is to cultivate pre-service teachers’ data literacy.Firstly,the concept of data literacy of pre-service teachers is defined,and the factors and relationships involved in data literacy of pre-service teachers are defined.Data literacy of preservice teachers is divided into 4 first-level dimensions and 10 second-level dimensions,namely,awareness,data knowledge,data skills and data application.Then,questionnaire survey and interview attribution were used to understand the current situation of data literacy level of preservice teachers and the problems existing in training.On this basis,the design principles of activities for data literacy cultivation of pre-service teachers are put forward,and the five elements of activities including training objectives,methods,strategies,environment and resources are analyzed.A framework of teaching activities for data literacy cultivation of preservice teachers is constructed.The framework of this activity is based on the course expansion activity of "Modern Educational Technology",and specific cases of teaching activities are designed.Sophomore normal university students are selected as experimental objects,and experimental classes and control classes are set up to carry out teaching practice.The effectiveness of the design and implementation of learning activities was tested by means of data literacy self-rating scale before and after test,knowledge test,learning task list,interview outline and learning satisfaction survey.The results are as follows:(1)Subject content and learning resources significantly improved the overall level of data literacy of normal university students,and significantly improved the dimensions of awareness,data knowledge and data skills;(2)The combination of online and offline teaching activities has a significant improvement effect on the overall level of data literacy of normal university students,including awareness,data knowledge,data skills and data application dimensions;(3)After excluding the influence of subject content and learning resources themselves on data literacy level,it can be seen that the offline teaching process based on the activity framework is more conducive to the significant improvement of the data application dimension of normal university students,narrowing the gap between data use and data awareness,and improving the application of data knowledge and skills;(4)Normal university students have a high overall satisfaction with the learning activities of data literacy training,and believe that the situation design,resource support,problem support,cooperation mode,teacher guidance and feedback all have a good influence on the learning effect and effective support.Based on the current situation investigation and attribution analysis,this study designed targeted teaching activities for pre-service teachers,carried out specific teaching practices and analyzed learning effects,and provided certain references for the follow-up research on data literacy education practice.