Frontiers in Educational Psychology, 2025, 6(1); doi: 10.38007/JEP.2025.060104.
Yanfang Xiong
Wuhan Research Institute of Jianghan University, Wuhan 430056, Hubei, China
This study investigates the systematic upgrading of teaching skills among primary school Chinese teachers in the rapid context of educational informatization. Drawing on national digital education reforms, teacher development studies, and empirical data, the research analyzes the transformation of instructional roles, emerging digital pedagogical demands, teacher competence gaps, and pathways for sustainable professional growth. This paper constructs a four-dimension teaching skill upgrade model—technological operation, digital pedagogy, digital resource construction, and data-driven instructional decision-making. Three sets of survey-based figures are used to support the analysis. The findings show that while teachers widely recognize the need for informatization-oriented teaching transformation, actual competence levels remain uneven. Effective upgrading requires integrated training systems, school-based support mechanisms, and iterative teaching practice. This research contributes to practical recommendations for digital-era teacher development and provides theoretical implications for future education modernization.
Informatization; Primary School Chinese teachers; Teaching Skills; Teacher Development
Yanfang Xiong. Research on the Upgrade of Teaching Skills of Primary School Chinese Teachers in the Era of Informatization. Frontiers in Educational Psychology (2025), Vol. 6, Issue 1: 28-36. https://doi.org/10.38007/JEP.2025.060104.
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