Research On Middle School Teachers’ Application Ability Of Information Technology From The Perspective Of Teaching Behavior Analysis

Under the background of education digitization,the pattern of education and teaching needs to be reshaped,and teachers’ application ability of information technology needs to be updated and developed urgently.Improving teachers’ application ability of information technology is the key point and strength point to promote the development of education digitization."Education Informatization 2.0Action Plan" puts forward new goals for the development of education informatization,and implements the project plan to improve teachers’ application ability of information technology in primary and secondary schools,so as to improve teachers’ application ability of information technology.The Plan for Strengthening Teachers in Basic Education in the New Era proposes that teachers should give full play to the application ability of educational technology in the educational practice scene,construct the scientific evaluation method of teachers’ application ability of information technology,and form the driving force of teachers’ informatization ability.As the main form of school teaching in our country,classroom teaching,as the key element of the classroom teaching,the teachers’ teaching behavior has reflected the whole process of the classroom teaching.By analyzing their classroom teaching behavior,this paper provides a new perspective for studying teachers’ application ability of information technology.This paper takes the online courses of the national intelligent education platform for primary and secondary schools and the national information technology quality courses for junior middle schools as the research object,analyzes the teaching behaviors of teachers in online and offline classes,and through literature method,content analysis method and expert interview method,realizes the classification of the level of teachers’ information technology application ability,and puts forward corresponding improvement strategies.First,study the design phase.By referring to the European Union’s digital framework for educators,UNESCO’s framework for teachers’ ICT competence,and other frameworks for teachers’ ICT competence,this paper compares and analyzes China’s Standards for IT Application Competence of primary and secondary school Teachers(Trial),Teachers’ Digital Literacy and teachers’ IT microcertification models.After several iterations of expert argumentation for screening and adjustment.The framework of teachers’ information technology application ability based on teaching behavior analysis is constructed.Secondly,in the stage of research and implementation analysis,the coding system of teacher behavior analysis is generated according to the constructed competence framework.After the consistency test of content analysis,the NVivo qualitative analysis tool is used to encode the teaching behavior of the sample,quantify the real classroom,and visually present the sample according to the coding content,the number of reference points,and the coverage rate of the duration.The GSEQ hysteresis sequence analysis tool was used to visually compare and analyze the behavioral sequence frequency and behavioral transformation patterns of online and offline samples respectively,and the significant behavioral sequence analysis charts of online and offline models were obtained.By observing the behavioral structure pattern,SPSS statistical analysis software is used to conduct cluster analysis on online and offline samples according to the data results of teaching behavior analysis,and four dimensions of teachers’ information technology application ability are divided.Finally,on the basis of the previous research,the process of teaching behavior is analyzed for each dimension,and strategies for improving teachers’ application ability of information technology in each dimension are given,which expands the research field of teachers’ behavior,provides new ideas for teachers’ application ability of information technology,and thus provides reference value for the digital development of middle school teachers.