[Keywords:] Xizang Autonomous Region primary school; Current situation of educational informatization; diagnose
In recent years, with the policy support of the CPC Central Committee, the State Council and other provinces and cities, and with the efforts of people in Xizang, education in Xizang Autonomous Region has developed rapidly, the scale of various schools has been expanding, and the conditions for running schools have been greatly improved. The continuous development of modern educational technology has made great contributions to the leap-forward development of basic education in Tibet, and also provided opportunities for educational informatization in this region. Based on the investigation and analysis of the present situation, this paper puts forward the countermeasures for the sustainable development of basic education technology in Tibet in order to speed up the process of informatization of basic education in Tibet.
First, briefly introduce the basic situation of the questionnaire.
The survey was conducted from July to September 2009. The survey covers Lhasa, Shannan, Xigaze, Naqu, Ali and other areas, with 79 primary schools, including county-level and township-level central primary schools and primary schools in agricultural and pastoral areas. The object of the survey is primary school teachers. 350 questionnaires were actually sent out, 306 were recovered and 297 were valid. The questionnaire recovery rate reached 87.42% and the effective rate reached 84.85%. 59.6% of the respondents have been teaching for less than 5 years, 40.4% have been teaching for more than 6 years, and the longest teaching experience is 27 years. Among the interviewees, 54.5% are female teachers and 80% are Tibetans. The contents of the survey include Chinese, Tibetan, mathematics, English, ideology and politics, music, society, sports and other subjects.
Second, the investigation and analysis of basic education informatization in Xizang Autonomous Region.
The content of this questionnaire includes four parts: first, the construction of information technology in school education; Second, teachers' awareness of educational information technology; Third, teachers' educational technology ability; Fourth, educational technology training.
(A) school education information construction
In the answer to this question, 19% of the respondents think that the educational technology environment of the school is very good, 5 1% thinks it is average, and 30% thinks it is very poor. In the comparison of different regions, it is found that the data are quite different. More than 70% of respondents in Naqu thought it was poor, while less than 30% in Lhasa thought it was poor. In the survey of what equipment the school needs to buy, 33% of the respondents asked to buy common teaching AIDS and slide projectors; 42% require computers and networks; 23% require the establishment of multimedia classrooms and voice laboratories; 2 1% requires the configuration of distance education receiving equipment; In addition, 9% need sufficient power resources. The survey shows that due to various factors such as economy, geography and transportation, the construction of educational technology hardware facilities in Tibetan schools is far from modernization, and the unbalanced development of educational technology is more serious. Especially in agricultural and pastoral areas, the power resources of schools are very tight, and individual schools can only barely maintain lighting.
(B) Teachers' understanding of educational technology
This part of the questionnaire designs seven questions. Question 1 Regarding the role of educational information technology in your teaching, 24% chose A (improving teaching quality); 19% chose B (promoting the development of innovative thinking); 32% chose C (to cultivate information technology application skills and promote quality education); 10% chose d (shortening teaching time and reducing teachers' burden). Question 2: In the answer about the role of educational information technology in your teaching, 67% people choose to play a big role, and 29% people choose not to play a big role. In the data comparison of different ages and teaching years, there are great differences. Among them, the respondents who are 2 1-30 years old and have been teaching for 1-5 years think it is of great significance. In the comparison of different disciplines, less than 20% of the teachers of ideological and political studies, Tibetan studies and social studies think it is very important, while the teachers of English, Chinese and mathematics think it is close to 50%.
On the whole, primary school teachers in Tibet have a certain understanding and recognition of educational information technology, and have a certain interest, which is a good trend, but there are also many problems, such as:
(1) The understanding of the role of educational technology in teaching is only superficial, and there is no deeper understanding. For example, the role in teaching is mostly just to reduce the burden.
(2) There are great differences among different disciplines. As far as Tibetan is concerned, Tibetan is the mother tongue of the people in the autonomous region and one of the most important subjects, but the role of educational information technology in Tibetan teaching has not been widely recognized.
(3) Problems such as funds have affected the development of educational information technology activities.
Third, teachers' educational technology ability.
This involves four issues.
Questions 1 and 2 are about the application of teaching equipment. More than 50% teachers don't know projectors, computers and networks. In the comparison of different categories, teachers over the age of 30 have poor mastery of information technology, while in the comparison of different disciplines, teachers of Chinese, mathematics and foreign languages have strong application ability. Questions 3 and 4 are about the investigation of making teaching courseware. 55% teachers choose not to make their own courseware, 37% teachers choose to use PowerPoint to make their own courseware, and 38% teachers can't use PowerPoint, Flash, Excel and other software.
Judging from the above statistical results, teachers' ability in using teaching equipment and software, making courseware by themselves and using network teaching is poor, which shows the necessity of strengthening educational information technology training. From the purpose of using the network, there are few services for teaching, which shows that to change the concept of modern information technology of primary school teachers, we can't just stay in low-level applications.
(4) Training on educational information technology
This part includes four questions. 1 In the question, 65% of teachers think their educational technology ability is average, and 23% think it is not good. Question 2: 93% of the respondents hope to participate in educational technology training. Question 3: 55% of teachers answered that the school did not arrange educational technology training. Question 4: Only 34% of the respondents have participated in educational technology training; In the investigation of training content, 44% teachers chose teaching theory, and 30% teachers chose the use of teaching software and teaching media. In the answer to the training effect, 69% of the teachers answered in general.
From the above analysis results, teachers' self-evaluation of educational information technology ability is not high, but they have a strong desire to learn. Teachers have less opportunities to get training, and the training effect is average. In terms of training content, teachers hope to strengthen the study of theory and skills. At the same time, the author understands that most of the training methods used in the current training courses are taught in large classes, and the training atmosphere is relatively poor, and the students' learning enthusiasm is not high. Therefore, we should further explore the plan, content, mode, effect and evaluation of technical training to meet the needs of primary school teachers in Xizang Autonomous Region and lay a solid foundation for educational informatization in the autonomous region.
Fourthly, the development countermeasures of the application of information technology in primary education in Xizang Autonomous Region.
The development of educational information technology in Tibet will directly affect the promotion of educational modernization in Tibet. In the future, the development of basic education information technology in Xizang Autonomous Region can take the following countermeasures:
(1) Broaden funding channels and increase the construction of basic education facilities.
In recent years, the state has strongly supported education in Tibet, which has greatly improved the backwardness of education in this area. Every year, Xizang Autonomous Region allocates a large amount of funds to support the construction of educational informatization, and has established cable TV systems for most primary schools in various places. However, the funding problem is still a difficult problem in the modernization of education. The "school-to-school communication project" implemented by the education department needs huge expenses to build hope online schools for schools in agricultural and pastoral areas and establish distance education at various teaching points. It is far from enough to rely solely on special state funds, and all kinds of reserve funds are needed. Schools should open up financing channels, mobilize multi-party support, attract help from developed eastern regions, actively attract participation from all walks of life, and establish counterpart support relationships.
(B) update the concept of education, give play to subjective initiative.
The key to the development of educational information technology in Tibet is that school leaders can absorb and learn advanced educational ideas and concepts, and localize advanced educational concepts in practice, thus further promoting the transformation of front-line teachers' educational concepts and the improvement of teaching methods. Leaders and teachers can be selected to learn and exchange advanced school-running concepts, teaching models, modern educational concepts and management systems through inter-school interaction in the region and inter-school interaction between the east and the west.
(C) improve the technical training mechanism
The construction of teaching staff is the key to the development of education in Tibet, and the construction of teaching staff must take the road of scientific and efficient training. The following measures can be taken for the training of educational information technology ability:
1, arrange the training plan as a whole and expand the proportion of trained teachers.
2. In the training content, it varies from person to person and from subject to subject, combining theory with practice. Tailor-made training programs for teachers of different ages, different needs, different regions and different disciplines. Take care of the elderly Tibetan teachers and enhance students' self-confidence. In terms of disciplines, training courses can be set up for Tibetan teachers to train basic computer knowledge, Tibetan input method and Tibetan software resource development. According to different needs, flexible training courses can be provided, such as providing training courses with different contents for teachers to choose from.
3. In terms of training methods, students can be organized to listen to reports and watch video materials, so as to apply what they have learned.
[References]
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