Research On Data Literacy Improvement Strategies Of Primary And Secondary School Teachers For Precision Teaching

With the advent of the era of big data and intelligence,new teaching technologies and methods based on educational data,such as learning analysis,smart classroom and precision teaching,have been popularized and applied in teaching.As the main implementer and decision-maker of classroom teaching,teachers need to master the ability to use data for accurate analysis and decision-making to improve teaching practice.Data literacy has become a compulsory course for teachers’ professional development.However,through the existing research,it is found that the overall level of data literacy of primary and secondary school teachers in China is not high,and presents internal imbalance and group differences,which hinders the practice of teachers using data to improve teaching.Based on this,this study takes precision teaching as the practice guidance and concept guidance,defines the ability requirements of precision teaching on primary and secondary school teachers’ data literacy,explores the current situation and influencing factors of primary and secondary school teachers’ data literacy through questionnaire survey,and puts forward corresponding strategies to improve teachers’ data literacy to improve precision teaching practice.The following three tasks are mainly carried out:(1)Through literature analysis,clarify the concept,development status,influencing factors of primary and secondary school teachers’ data literacy and its relationship with precision teaching,refer to the existing teachers’ data literacy model,integrate the relevant knowledge and skills of precision teaching,and preliminarily determine the dimensions and ability requirements of primary and secondary school teachers’ data literacy for precision teaching.Then,through expert consultation and data verification,the first-level,second-level,and third-level dimensions were revised,and finally the data literacy dimensions and ability requirements of primary and secondary school teachers for precision teaching were clarified.(2)On the basis of the above work,the research on primary and secondary school teachers’ data literacy is carried out.Based on the questionnaire data,the overall level,group differences and influencing factors of primary and secondary school teachers’ data literacy are analyzed.(3)In view of the problems existing in the current precision teaching practice and the development of primary and secondary school teachers’ data literacy,this paper puts forward strategies and suggestions for the improvement of primary and secondary school teachers’ data literacy and precision teaching practice.The main conclusions of the research include:(1)The data literacy dimensions and ability requirements of primary and secondary school teachers for precision teaching are put forward,including 3first-level dimensions of consciousness and attitude,basic knowledge and core skills,6 second-level dimensions and 15 third-level dimensions,which provides theoretical support for promoting the better integration of teachers’ data literacy development and precision teaching practice.(2)Through the questionnaire survey,it is found that the overall performance of data literacy of primary and secondary school teachers in Henan Province is at the medium level,and the development of various dimensions is uneven,teachers’ data knowledge is relatively weak,basic data manipulation skills need to be improved urgently,and data application and precise teaching practice capabilities are insufficient.There are significant differences in the data literacy levels of teachers with different teaching ages,school stages,school information environment and individual experience.In addition,the development of primary and secondary school teachers’ data literacy in Henan Province is affected by multiple factors,among which the subjective factors of individual teachers play a major role,and external support such as time,resources,software and hardware facilities and teacher training need to be further strengthened.At the same time,primary and secondary school teachers have a strong desire to improve their data literacy,and hope to achieve self-development through training,teaching seminars and other ways.(3)Integrating the influencing factors and development needs of teachers’ data literacy in Henan Province,this paper puts forward optimization suggestions for the development of teachers’ data literacy and precision teaching practice from four aspects: update and expand the content of teachers’ data literacy education;optimize the intelligent teaching and learning environment required for precision teaching;improve teachers’ data cognition level and precision teaching application ability;relying on the data team to build a precise teaching and research platform.