Abstract: The teaching reform under the background of innovation and entrepreneurship education needs the support of a large number of information-based teaching resources and teachers' higher information literacy. However, at present, the information literacy of teachers in higher vocational colleges is low, such as teachers' low sensitivity to new technologies, insufficient attention to teaching reform projects, insufficient autonomous learning ability, and great differences in information literacy levels. This paper puts forward effective countermeasures from the following aspects: building an effective model evaluation system, perfecting the incentive mechanism, creating an environment, and transforming scientific research achievements into information-based teaching resources.
Keywords: entrepreneurship and innovation education; Higher vocational teachers; Information literacy; Dilemma and Countermeasures
In order to adapt to the national implementation of innovation-driven development strategy, the "Implementation Opinions of the General Office of the State Council on Deepening Innovation and Entrepreneurship Education Reform in Colleges and Universities" (hereinafter referred to as "Opinions") was issued on 20 15, which clarified the responsibilities of all teachers in innovation and entrepreneurship education. Innovation and entrepreneurship education in higher vocational colleges must be deeply integrated with professional education, which is an effective way to realize innovation or entrepreneurship of higher vocational students in professional fields. The opinion puts forward that colleges and universities should speed up the construction of information-based teaching resources for top-quality courses, provide more abundant and diverse educational resources for students' autonomous learning, set up classroom teaching reform projects, give full play to the radiation role of high-quality resources, vigorously carry out teacher training, teaching skill competitions and other activities in a planned way, and encourage teachers to actively participate in classroom teaching innovation in various forms. Under the environment of innovation and entrepreneurship education, teachers in higher vocational colleges need to act as organizers and creators of knowledge and information. However, a considerable number of teachers lack their own information literacy, corresponding awareness and ability, and their teaching methods are single, which cannot meet the teaching needs of innovation and entrepreneurship education.
First, the demand analysis of innovation and entrepreneurship education for teachers' information literacy in higher vocational colleges
(A) front-line teachers need to have a certain ability to produce information-based teaching resources.
At present, the construction of teaching resources mainly depends on higher vocational colleges and teaching resource development enterprises, which requires the overall coordination of schools and the participation of professional and technical personnel. It takes a long time and requires huge funds, which greatly affects the output and timeliness of teaching resources. In order to popularize the normal application of information-based teaching, it is necessary to improve the information literacy of front-line teachers, stimulate the enthusiasm of front-line teachers to participate in the construction of teaching resources, and make them the backbone of teaching resources construction. Teachers' mastery and application of information technology in the teaching process can make the teaching resources and information content novel, rich and thought-provoking, the teaching process clearer and the teaching effect better, so that teachers in higher vocational colleges can adapt to the needs of the teaching reform of innovation and entrepreneurship education. "Information literacy" was first put forward by Paul Chikovsky, president of the American Information Industry Association, in his report to the Federal Library and Information Science Committee. Yang Hongru believes that the information literacy of college teachers refers to the quality and literacy of using information technology to retrieve, analyze, utilize, disseminate, evaluate and even innovate information in teaching activities; Although most teachers can keep sensitive to information and network, they can't actively turn it into multimedia courseware for teaching. Gao Haiyan believes that teachers who have been engaged in front-line teaching for a long time are often more sensitive to the combination of information technology and teaching and research. Targeted training can improve teachers' information teaching ability and greatly promote the innovation of teaching activities. Lu Yali suggested that teachers should use modern information technology to expand and enrich the content of teaching resources, and use teaching multimedia to carefully design and produce exquisite video teaching content and diversified teaching software, so as to make teaching activities more vivid, profound, clear and efficient, and then promote the benign development of teaching ecosystem.
(B) Innovation and entrepreneurship education in the context of teaching reform model
Higher vocational colleges need teaching resources to support them. If they want to carry out heuristic, discussion-based, participatory and small-class teaching in a wider range, and encourage teachers to freely integrate their practical experience into classroom teaching according to the latest development trend of the subject, they must carry out differentiated and graded teaching for students of different types and levels, stimulate students' subjective initiative and provide rich and diverse educational resources. Teaching activities are the process of acquiring, processing, processing and utilizing teaching information. Information technology can change the simple text form that used to express abstract and rational logical knowledge, and replace it with more intuitive and perceptual graphics, animations, videos and so on. Exploring the development process of objective things in the form of charts can also realize the rapid dissemination of large-capacity teaching information.
Second, the practical dilemma of improving teachers' information literacy in higher vocational colleges
(A) Teachers' sensitivity to new information and technology is generally not high, which hinders the cultivation of innovative talents.
With the deepening of education reform in application-oriented colleges and universities based on innovation and entrepreneurship education, teachers in higher vocational colleges must constantly accept new technologies, expand their knowledge fields and directly become practitioners of lifelong learning, which requires teachers in higher vocational colleges to strengthen their awareness of autonomous learning and take the initiative to receive training through different channels. At present, information technology has become the most important tool and means for teachers' professional training. The educational technology department has produced a large number of online video tutorials for teachers to click and watch at any time. Even Taobao and other platforms have merchants to provide online tutoring for teachers, and you can consult at any time when you encounter problems. At the same time, teachers can communicate and develop together more easily by using the network platform and environment. However, at present, most higher vocational teachers have limited information literacy, so it is difficult to use these platforms freely, and they are also uncomfortable and impatient with self-taught video tutorials and operation guidance, so it is difficult to promote their professional ability development. Many teachers have not adapted to the new situation of information-based teaching, and their sensitivity to new information and technology is too low. Some teachers even have resistance to this. The teaching design and student-centered teaching concept under the environment of innovation and entrepreneurship education are still in the basic cognitive stage, which leads to limited improvement of teaching quality and hinders the cultivation of innovative talents.
(2) Newly introduced high-level talents cannot find a balance between scientific research and teaching reform.
Teaching and scientific research are two major functions undertaken by colleges and universities. At present, although most leaders and teachers in higher vocational colleges are aware of the importance of the interaction between teaching and scientific research, there is still the problem of the interaction between teaching and scientific research in practice. Higher vocational colleges have introduced many high-level talents with doctoral degrees. They attach great importance to scientific research, but they are not adapted to the teaching reform in higher vocational colleges and have a sense of job burnout. In addition, many new young doctoral teachers' courses are not in line with their own research direction, which leads to their inability to learn from each other in their work, and they are often outside the upsurge of information education reform in higher vocational colleges, and their enthusiasm for participating in teaching reform projects is not high.
(3) The supervision and assessment of teachers' information literacy by various functional departments in higher vocational colleges is a blank spot.
The Ministry of Education requires the comprehensive and in-depth promotion of educational informatization during the Thirteenth Five-Year Plan period. However, there is still a lot of work to be done in the training and application assessment of teaching information technology for teachers in higher vocational colleges. Personnel, educational administration, information center, teacher training and other functional departments are all related to this, but they have not been fully implemented, and teachers' information literacy related work is still blank in many aspects.
(D) Teachers' information literacy level is very different, which needs to be treated differently.
Some teachers in higher vocational colleges are interested in information technology and easy to master because of their different personality characteristics. Some teachers, even young teachers majoring in science and engineering, are quite resistant to the application of information technology. Therefore, the level of teachers' information literacy varies greatly, and it is not appropriate to adopt a unified model in order to achieve the ideal expected effect. If the method of orientation, classification and stratification is used instead, teachers should seriously understand the relevant spirit of innovation and entrepreneurship education, conduct self-evaluation and draw up a plan to improve information literacy, which can not only ensure the systematicness and comprehensiveness of innovation and entrepreneurship education reform, but also stimulate teachers' enthusiasm and initiative according to their personality.
(E) The systematic and comprehensive training of teachers' information literacy in higher vocational colleges has not been fully considered.
There has always been an unbalanced tendency in the cultivation of information literacy in colleges and universities, ignoring the intervention and guidance of teachers' emotional functions and mechanisms. In information-based teaching, any teacher will feel the lack of knowledge and skills, thus falling into negative emotions such as anxiety and doubt. Therefore, the cultivation of information literacy is not only the cultivation of information technology, but also should focus on strengthening teachers' emotional adaptation to information teaching, focusing on the integration with their own majors, focusing on the ability of information construction and even the relationship between teachers and students under the new situation.
Third, strategies to improve teachers' information literacy in higher vocational colleges
(A) Select different types of teachers in higher vocational colleges as research objects, compile characteristic codes, and form an effective model evaluation system.
1. Examine teachers' information literacy from many aspects. Teachers' information literacy mostly stays at the basic level (for example, making teaching courseware with Power-Point), and the middle and high-end information teaching skills lag behind (for example, making animation courseware with PPT graphic function, making video teaching resources with small DV, making hand-drawn courseware with electronic handwriting board, and making micro-lessons with VideoScribe hand-drawn animation tool), lacking the consciousness of consciously integrating classroom teaching with information technology. Whether teachers have high information literacy can be judged by whether teachers have an inherent demand for information, whether they actively perceive and obtain information, whether they understand advanced information theories and technologies, and whether they are good at using information technology to obtain, process, innovate and generate new information.
2. Select indicators, build a model evaluation system, and objectively evaluate the level and development potential of teachers' information literacy. According to the "double-qualified" route of vocational education teachers, starting from improving the profundity and effectiveness of teaching content, the digitalization of teaching resources and the sharing of high-quality information resources can be realized through information reorganization. Most teachers think it is necessary to arrange training in the design and development of multimedia courseware, but only a few teachers apply what they have learned to teaching practice, and the training effect is not obvious or even a mere formality, and even a few young teachers are resistant to it. Therefore, the model evaluation system should be constructed based on the practical skills and technical knowledge of informatization specialty. Teachers' information literacy training should objectively evaluate the level and development potential of teachers' information literacy on the basis of full investigation and encourage teachers to help and promote each other.
(B) the application of model evaluation system
1. Selection of teaching teachers for innovation and entrepreneurship education. Because teachers who carry out innovation and entrepreneurship education need higher information literacy and more practical experience in online teaching, the model indicators can reflect the characteristics of teachers' teaching ability and post competence in innovation and entrepreneurship education, and reflect the internal and external factors of teachers' success in innovation and entrepreneurship education, so as to better guide and select teachers engaged in innovation and entrepreneurship education. Teachers who do not meet the requirements can participate in orientation training.
2. The application and development of information-based teaching in innovation and entrepreneurship education in higher vocational colleges. Due to the limitation of resources and security, practical teaching often encounters many difficulties. The application of information technology such as virtual environment, simulated operation, synchronous and asynchronous message mechanism, data analysis guidance and correcting practical problems provides solutions. Based on the competency model of information literacy, combined with the actual teaching requirements of innovation and entrepreneurship education, the goal of teachers' professional development in higher vocational colleges in the information age is set, and the division of its four levels of foundation, expansion, integration and infiltration provides a basis for teachers to judge their own information literacy level. On this basis, it is the direction of teachers' professional development during the "Thirteenth Five-Year Plan" period to carry out teacher training for innovation and entrepreneurship education in higher vocational education.
(3) Policy support
The cultivation of information literacy requires a certain training and practice process, as well as the cooperation and policy support of relevant functional departments in higher vocational colleges.
1. Track the training effect and improve the practice and assessment incentive mechanism. The improvement of information literacy needs not only proper training, but also the improvement of teachers in daily teaching practice. The personnel department of the school makes a training plan and introduces directional incentive measures such as professional title and assessment; The educational administration department promotes teachers to integrate information awareness, information knowledge and information ability into classroom teaching, organizes various competitions, and stimulates teachers' enthusiasm for information technology application; Educational technology departments provide relevant support and services.
2. Create a good environment to improve the information literacy of higher vocational teachers. Improving the information environment and platform for functional management departments in higher vocational colleges is the basic guarantee for teachers to carry out innovation and entrepreneurship education. At the same time, the educational technology department should cooperate with professional teachers, constantly provide more abundant teaching resources, provide a good software and hardware environment for teachers to carry out information-based teaching and improve their information literacy, so that teachers' information literacy can be improved imperceptibly.
3. Explore ways to transform scientific research achievements into information-based teaching resources. If the scientific research achievements are transformed into informational teaching resources (such as classroom teaching contents and comprehensive experimental materials), which can be used as the index of professional title evaluation in higher vocational colleges, teachers' enthusiasm for transforming scientific research achievements into teaching resources can be mobilized, and a virtuous circle of teaching promoting scientific research and scientific research promoting teaching can be formed. Teachers in higher vocational colleges are willing to spend time and energy to turn scientific research achievements into teaching resources in order to improve teaching effect and cultivate innovative and entrepreneurial talents suitable for society.
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