An Evaluation Model of English Normal Students’ Informatization Teaching Ability Based on Technical Pedagogical Content Knowledge and Few-Shot Learning

Abstract

Information-based instruction is the most important and recently altered sort of instruction. Numerous changes in educational techniques have emerged from the ongoing growth of science and technology. Teachers must also grasp and enhance their capacity to educate with information on a regular basis. The goal of this research is to look at how to use the TPACK model and computational intelligence to build and explain a model for evaluating English normal students’ informatization teaching skills. To measure information-based teaching competence, this research recommends using the Technical Pedagogical Content Knowledge model and Few-Shot Learning technology. As a result, this paper covers the principles and related algorithms of both, as well as constructing and assessing the case design and analysis of the information-based teaching ability evaluation model. According to the experimental data, the average CK of normal students’ subject material knowledge is 3.522, which is the highest among the seven dimensions. The subject content is well-understood by ordinary students. When compared with teaching abilities, the competence level is low, and the performance of the integration of technology and teaching content needs to be improved.

Exploring Informatizaon Instructional Core Competence of Higher Vocational College Teacher for Professional Development

“…Among the 6 articles, the researchers proposed grading evaluation indicators for the informatization instructional competence of higher vocational college teachers. These indicators include teaching resource libraries, integration of information technology with subject curriculum (Li & Yuan, 2021), information processing and utilization abilities , information cognition and demand awareness (Xu, 2020), information technology competencies related to teaching methods, computer operation abilities in teaching, design and construction of basic information resources, development of professional knowledge through software use, development and management of information technology, and organization and management of online course information technology (Chi et al, 2020), basic professional foundation for informatization teaching, design abilities for informatization teaching, implementation and monitoring abilities for informatization teaching (Liu, 2020), integration and application abilities of informatization teaching, and basic skills for informatization teaching (Zeng & Tan, 2022).…”

“…Indicators of technological knowledge competence include knowledge application, as proposed in the teachers' ICT competency framework of UNESCO (UNESCO, 2011), personalisation from the ISTE standards for educators (Whiting, 2017), and evaluation from the European framework for the digital competence of educators (EU Science Hub, 2017). Elements of these indicators are information literacy (Hatlevik et al, 2018), information technology teaching design competence (Liu, 2020), and the fundamentals of information technology teaching (Zeng & Tan, 2022). Information literacy, knowledge application, and the fundamentals of information technology teaching can be summarised as the application of pedagogical knowledge, while personalisation and information technology teaching design can be summarised as the application of teaching methods.…”

“…They should also encompass teachers' ability to seamlessly integrate technology with teaching objectives and content (Liu, 2020). Additionally, teachers' ability to design teaching strategies and address technology-related issues should also be integral components of competence development (Zeng & Tan, 2022). Utilising indicators of technological pedagogical knowledge enables educators to identify specific areas for improvement, allowing them to enhance their teaching practices and adapt to evolving educational demands and challenges.…”

“…In the evolving landscape of information technology, informationized education has emerged as a crucial catalyst for the extensive reform of teaching methods and curriculum content. Departing from the conventional instructional approaches, the integration of information technology and blended learning has proven to ignite learners' interest, foster their ability to innovate, and cultivate their exploratory awareness (Zeng & Tan, 2022). The transformative impact of COVID-19 has driven advances in education and technology, causing all stakeholders to transition from traditional to online education.…”

Evaluasi Pembelajaran IPA di Sekolah: Kajian Literatur

“…Evaluasi merupakan proses perencanaan, perolehan, pelaporan, dan penggunaan informasi deskriptif serta penilaian tentang kegunaan, nilai, signifikansi, dan kebenaran dari suatu objek dalam rangka memandu pengambilan keputusan, pertanggungjawaban, dukungan, penyebarluasan praktik yang efektif, dan peningkatan pemahaman tentang fenomena yang relevan (Al-Ahdal, 2020;Wang, 2022;Zeng, 2022).…”