摘要：2020年春节开始出现了全球范围的新冠疫情，全国各地大中小学开始利用信息化手段展开“停课不停学”的网络教学，多年来各类学校的信息化建设积累得到了爆发式的应用。随着疫情逐步得到控制，各种信息化手段继续在教育教学中发挥作用，从某种程度上给教育教学带来了新的手段和方法，但是从另一方面也加大了教师的压力。本文希望从理论和数据分析角度对此现象进行研究，给缓解教师压力提供建议，让信息技术能够有效的为提高教育教学质量服务。
关键词：疫情；信息化；压力；
引言
2020年春节开始出现了全球范围的新冠疫情，为保护各地大、中、小学生的生命健康，2020年1月27日，教育部发出通知，要求各地大中小学校推迟春季开学时间，具体开学时间等待各地教育行政部门的通知。1 月29 日教育系统纷纷发出倡议：利用网络平台，开展“停课不停学”的网络教学。“停课不停学”主要要求就是学生在家学习，教师调整固有的教学方式，对学习内容进行精心编排，并通过网络、通讯等途径与家长和学生保持联系，远程指导学生充分利用网络平台和数字化资源开展自主学习。面对突发的公共卫生事件和教育部的通知，大、中、小学是否具备开展网络教学的环境，教师是否具备网络教学的能力，学生是否能在新的学习场景下全面的投入学习过程，对于整个教育行业都是一个新的挑战。教师作为教学行为的主体，面对教学方式发生的突然转变，在没有足够时间准备，没有接受系统化培训的情况下仓促应对，大部分教师对于看不见摸不着的网络教学，存在恐惧和畏难情绪，从而带来了相应的压力。而且随着疫情常态化以及教育信息化的快速发展，教学信息化改革也随之加速推进，这种压力会一直伴随着教师的整个职业生涯。本文以“后疫情时代教师信息技术压力”开展研究，希望通过研究从信息技术给教师带来帮助和带来压力两个维度来看教师面临的信息技术压力，从而给出对策和建议。
1.研究动机
从理论方面，信息技术带给教师工作压力是一把双刃剑，“适当的工作压力可以激发组织的竞争意识，提高个体和组织绩效，过度的工作压力会使个体工作满意度下降、生产效率降低”。希望通过对教师工作压力研究，从理论层面上提出缓解教师压力的具体措施，对后续压力研究及实践应用有一定的借鉴意义。
从实践方面，教师作为教与学工作的核心，教师的压力大小不仅对自身有影响，而且对教学活动的过程和效果，以及参与教学过程的学生群体都有比较大的影响。教师工作压力问题直接影响着教学效果，影响着教学质量以及学生的学习质量，同时也是学校数字化转型过程中不可避免的一个重要环节。通过本文的研究，在有效缓解教师压力的情况下，助推教学质量提升以及学校的数字化转型。
2.国内外研究综述
2.1 国内研究现状
基于疫情引起教学方法发生变化，从原来的线下教学为主，改为常态化的在线教学为主，由过去的信息技术应用作为一种辅助手段的可选项，变成绕不过去的必选项。这种突然的变化给教师带来比较大的工作压力尤其是信息技术压力。针对教师面对的这类压力，进行了文献查阅。近年来，我国学者在有关教师压力的研究中发现我国教师群体承担着较重的压力，刘伟（2017）分析了“互联网＋教育”背景下教师的压力源，并提出了运用心理学中的“体验式团体沙盘”和心理行为训练两项技术为媒介，激发教师的内在潜力，帮助高校教师缓解压力，从而更好地进行教学活动[1]；刘婕（2015）分析了信息化环境下员工心理健康受到负面影响的原因、思想状况和特点,包括了观念冲突、复杂性和快变性等[2]；关晓斌，段江飞（2020）对北京、山东、陕西、四川等省份的不同类型高校教师进行了问卷调查，研究发现：高校教师工作压力偏高，社会支持状况有待改善，社会支持对工作压力的缓解有一定效果，工作负荷重、职业发展压力大、工作保障程度不够等方面让高校教师感受到较大压力[3]。这些研究都表明，随着信息化进程的不断加快，信息技术手段在提高教师工作效率的同时，也为教师带来了较严重的压力，信息化的快速发展对教师的工作影响的利弊问题也日益成为备受关注的社会问题。
2.2 国外研究现状
国外针对教师压力方面的研究涉及较早，由信息化发展带来的技术压力也成为研究的重点。杰伊(Jay)在1981年最早提出“技术恐惧”一词，并从行为、情绪、态度三个维度对技术恐惧做出界定[4]。随着研究的进一步深入，研究者的注意力从行为向技术对个体存在的影响慢慢转变；随着研究的不断深入，信息化发展给教师带来的压力也从技术角度进行了不断分解研究，塔拉夫达穆雷和罗斯特斯(Murray&Rostis)等人(2005)，从技术超载、技术渗透、技术复杂性、技术的不安全性和技术的不确定性五个维度对信息技术带来的压力与角色以及工作效率之间的关系进行了研究，表明他们之间存在一定的相关性。2015年，印度的耶拿(Jena)研究表明技术压力的产生因素、技术压力的抑制因素和印度大学生在协作教学中技术压力的影响三者之间有很大的关联[5]。研究显示，技术的发展和技术压力带来的负面影响增多对组织认同、工作满意度、工作效率和绩效产生消极影响。韩国学者珠(Joo)等人于2016构建中学教师技术压力技术使用意向的结构方程模型，探讨中学教师TPACK、学校对技术使用的支持、技术压力和技术使用意愿之间的关系，研究结果显示，TPACK和学校支持对技术压力有很大影响，技术压力影响了教师使用技术的意愿，技术压力作为媒介将TPACK、学校支持和技术使用意愿连系了起来[6]。
2.3 现状综述
综上所述，国外对信息技术带给教师的压力研究比国内起步要早，研究范围更广、研究也更为深入。国外的研究更侧重于技术压力带给人的感受，对人的心理与生理带来的影响，而且研究主要集中在心理学、医学和经管方面，针对教师这个特殊群体的压力关注还不是很多。在国内方面，研究成果借鉴了国外的已有成果，更多的是针对企业技术员工，研究技术压力与工作满意度和组织绩效之间的关系，对教育领域教师技术压力的研究较少。从教师的职业特点出发研究技术压力影响因素能更有效的分析教师技术压力的就更少。虽然有研究从性别、年龄、教育程度、自我效能感、TPACK和学校支持等不同方面证实对教师技术压力有影响，但研究比较散且并不系统。本次研究是在2020年初疫情全国停课不停学开展在线教学以及随之而来信息化教学模式改革的背景下，信息技术的应用更加广泛，信息化手段是提高了教师的工作效能更高还是给教师带来的压力更大，信息技术的全面应用对从哪些方面给教师带来压力，如何在提高工作效能的同时降低教师压力是本次研究的核心。
教师压力形成的影响因素中哪些是由于信息化改革引起的。本研究通过文献研究以及专家咨询的方式对调研问卷的相关题目进行不断深度挖掘，明确教师压力的形成渠道。
3. 研究设计
3.1研究总体框架
根据前期文献研究基础，结合教师行业的特殊性，从疫情引起的信息化教学快速改革对教师工作的双面影响，通过对影响因素分析，得出停课不停学环境下如何缓解教师压力的对策建议。具体框架如下：
3.2主要研究内容
3.2.1 信息化进程中教师的工作压力根源分析
经验总结发现，由于信息技术应用的压力来源包括：技术使用带来的工作量变化、技术环境和手段、信息技术能力、信息技术使用意愿、奖惩措施、效果和外部评价预期等，如下图二信息技术引起的工作压力过程。在2020年2月到5月，全国各级各类学校都采用线上教学的方式，5月份以后基础教育和部分高校基本恢复线下教学。但是随着来势汹汹的国外疫情，以及反复的国内疫情，如近期北京新发地的疫情反复，导致北京刚刚恢复的线下教学，又回到了线上，因此因为信息技术应用带来的教师工作压力将成为一种常态。
3.2.2 信息化教学改革下教师压力水平研究
运用文献研究法、调研访谈方式及问卷法综合分析教师职业心理压力相关的影响因素，本研究所采用的调研量表是在塔拉夫达等人(2011)开发的针对企业员工编制的技术压力量表的基础上，纳入个人基本信息、学校支持、TPACK以及自我效能感组合而成，除了个人基本信息外，从三个维度进行分析，采用李克特五级量表，每个题目有五个选项，分别是非常不同意、不同意、不知道、同意和非常同意，依次对应1、2、3、4、5分，通过建立教师职业心理压力常模，搭建教师压力与影响因素之间的模型，结合调查问卷数据分析，找出各个影响因素与教师压力之间的相关性，并进行数据分析，得出教师压力的主要影响因素。
通过问卷调研、教师访谈等形式对信息化教学改革以及线上教学对教师工作带来的压力水平进行研究，重点从信息化促进了工作效能还是信息化带来了更大的工作压力两个维度七个方面进行调研访谈，形成调研数据。本研究通过对部分问卷进行电话复核、邮件以及调研访谈等形式加强对问卷数据的真实性。具体包括：
（1）各种信息化手段提高了工作效率，工作更轻松，让员工可以把更多的精力放在生活中；
（2）随手可得的信息资源和信息化工具，给员工的工作和生活带来很大帮助；
（3）随时随地的工作沟通和电子化的工作内容，工作生活无缝对接，极大提升了工作效果；
（4）无时无刻的工作信息和家校沟通，给生活带来了很大的困扰；
（5）每天花太多时间关注互联网上充斥的各类网络信息，占用了过多的工作生活时间，形成心理压力；
（6）在线讨论和会议，电子阅卷等，更容易把工作带回家，打破了工作和生活的平衡；
（7）快速发展的信息化和互联网，时常会感觉逐步无法跟上形势，带来职业和就业压力。
在疫情发生前的2019年对S省基础教育教师发起问卷调研，共回收问卷20316份，经过数据清洗，其中有效问卷14736份，数据统计结果如下：
表一：2019年S省基础教育教师信息化感受数
从数据可以看出在2019年，50%以上的教师们认为信息化给自己的工作带来了帮助，提高了工作效率，提升了工作效果。少于50%的教师认为信息化给自己带来了压力。
在疫情发生后的2020年对S省基础教育教师发起问卷调研，共回收问卷36006份，经过数据清洗，其中有效问卷27662份。
表二：2020年S省基础教育教师信息化感受数据
从数据可以看出在2020年，50%以上的教师们认为信息化给自己的工作带来了压力和困扰，打破了工作和生活的平衡。少于50%的教师认为信息化给自己带来了帮助。2020年调研数据和2019年调研数据的结论相反，这也说明在疫情下，随着停课不停学的要求，利用信息化教学成为疫情期间的常态，大家普遍感觉到了压力。
综合2019年和2020年数据，在正向带来帮助和提升效率效果方面，2019年明显高于2020年，但是在负向感受到压力方面，两年的数据基本持平，说明信息化带来压力方面，大家感受没有明显变化。对原始问卷中2019年和2020年的数据取均值进行再分析，基本上得到同样的结果。
表三：2019-2020年S省基础教育教师信息化感受均值数据
从以上数据分析可以看到，教师感受到信息化的压力已经变为一种常态，在非疫情期间如2019年，因为没有太多的强迫使用，教师根据自己的工作需要主动性选择，教师普遍觉得信息化给自己带来了比较大的帮助。而到了出现疫情的2020年，铺天盖地的信息化手段成为必须品，成为唯一的选择的时候，对于基础教育的教师，在习惯了日复一日的课堂教学后，会觉得在线教学的效率和效果要差很多，所以会觉得信息化给自己没有带来帮助，但是压力的感觉还是和过去一样。
3.2.3 信息化条件下缓解教师压力的对策建议
信息技术在促进教育教学不断改革的情况下，对教师教学模式及教师工作也提出了更高的要求，本研究通过调查问卷的数据分析，提出在信息化教学改革模式下，学校数字化转型中，如何缓解教师的压力。在《数字教育行动计划（2021-2027）》中提到三个核心概念，就是数字能力、数字素养和运用数字技术进行教与学。那么图六《数字教育行动计划（2021-2027年）》三个核心概念我们重点从数字化转型的不断深入、信息技术水平的不断提高、产品和服务支持力度不断加深以及教师教学能力与素养过的进一步强化、教学支持条件的不断完善等多方面进行综合总结，对教师提出相关的对策建议。
一、 加强数字素养的提升，接受并拥抱基于信息化的教学方式和方法数字素养是数字能力的一部分，包括表达信息需求，查找和检索数字数据、信息和内容，判断信息来源及其内容相关性，存储、管理和组织数字数据、信息和内容的能力。面对作为信息时代原住民的学生，教师们要逐步的接受并适应基于信息化的教学方式和方法，让它更多的给自己带来帮助，而不是形成压力。
二、 提高信息化应用水平和能力信息化应用水平和能力是人们在数字社会中必需具备的与数字技术相关的知识、技能和态度等的统称，具体包括：信息与数据素养、沟通与协作、数字内容创作、安全和问题解决等五个能力维度。那么对于教师来说，也要有意识的通过自学、培训和实践等方式来提高自己的信息化应用水平和能力，从而克服恐惧，带来正向帮助，降低压力水平。
三、 运用数字技术开展教与学和培养学习者数字能力的发展教师在提升自身数字素养和信息化应用水平的同时，也要让所有学习者具备数字能力， 使其能够在数字时代更好地生活、工作、学习和发展。
4．总结
此项研究，在学术层面属于管理学人力资源方向以及心理学研究的内容，同时也包含了管理科学与工程中的信息系统管理方面的内容，属于一项跨学科研究，具有一定的特色和创新。在学术观点层面，针对前人关于员工压力方面的研究，进行了进一步的聚焦和细化，聚焦在信息化对于教师技术压力的研究。通过这种聚焦的研究，能够得出教学信息化改革对教师带来的正负向压力，提出管理策略，对于各类学校的信息化教学改革更好的实施提供指导和参考。
通过对后疫情时代信息技术带给教师工作压力问题的系统分析,阐述工作压力对教师及其群体的影响及对教育信息化发展的影响，表明未来教师在日常的教育教学过程中，如何进行教师工作压力管理的具体策略,以期为学校教学改革及数字化转型发展提供参考意见。同时，随着人工智能等信息技术的不断发展，也为教师提前进行职业准备提供了建议和参考，后续研究也将会针对教师按照年龄、性别、学历等多维度进行更深入的分析。
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翻译：
Abstract: In the Spring Festival of 2020, the global coronavirus epidemic began to appear, and universities and primary and secondary schools across the country began to use information means to carry out “suspended classes” online teaching, and the information construction of various schools has been explosively applied over the years. With the gradual control of the epidemic, various information means continue to play a role in education and teaching, which has brought new means and methods to education and teaching to a certain extent, but on the other hand, it also increases the pressure on teachers. This paper hopes to study this phenomenon from the perspective of theory and data analysis, and provide suggestions for relieving teachers’ pressure, so that information technology can effectively serve to improve the quality of education and teaching.
Key words: epidemic; Informatization; Stress;
Introduction
In order to protect the lives and health of primary, secondary and primary school students around the world, the Ministry of Education issued a notice on January 27, 2020, requiring all primary and secondary schools to postpone the start of the spring semester until the specific start time is notified by the local education administration departments. On January 29, the education system has issued an initiative: using the network platform to carry out “suspended classes without suspension” network teaching.
The main requirement of “no class suspension” is that students learn at home, teachers adjust the inherent teaching methods, carefully arrange the learning content, and keep in touch with parents and students through the network, communication and other ways, and remotely guide students to make full use of network platforms and digital resources to carry out independent learning. In the face of sudden public health events and the notice of the Ministry of Education, whether universities, middle schools and primary schools have the environment to carry out online teaching, whether teachers have the ability of online teaching, and whether students can fully participate in the learning process under the new learning scenario is a new challenge for the entire education industry.
As the main body of teaching behavior, teachers, faced with the sudden change of teaching methods, rushed to deal with it without sufficient preparation and systematic training.
Most teachers are afraid and afraid of the invisible network teaching, which brings corresponding pressure. In addition, with the normalization of the epidemic and the rapid development of education informatization, the reform of teaching informatization has also accelerated, and this pressure will always accompany teachers’ entire career. This paper carries out research on “IT pressure on teachers in the post-epidemic era”, hoping to look at the IT pressure on teachers from two dimensions of help and pressure brought by IT, and then give countermeasures and suggestions.
1. Research motivation
Theoretically, the work pressure brought by information technology is a double-edged sword. “Appropriate work pressure can stimulate the sense of competition of the organization and improve individual and organizational performance, while excessive work pressure will reduce individual job satisfaction and production efficiency”. It is hoped that through the research on teachers’ work stress, concrete measures to relieve teachers’ stress are proposed from the theoretical level, which will have certain reference significance for the follow-up research and practical application of stress.
In practice, as the core of teaching and learning, teachers’ pressure not only has an impact on themselves. But also on the process and effect of teaching activities as well as the group of students participating in the teaching process. The problem of teachers’ work stress directly affects the teaching effect, the teaching quality and the learning quality of students. And is also an inevitable and important link in the process of digital transformation of schools. Through the research of this paper, in the case of effectively relieving the pressure of teachers. It can promote the improvement of teaching quality and the digital transformation of schools.
2. Research review at home and abroad
2.1 Domestic research status
Due to the changes in teaching methods caused by the epidemic, the original offline teaching has been changed to the normal online teaching. And the application of information technology as an auxiliary means has become an inevitable option. This sudden change brings great pressure to teachers, especially the pressure of information technology. In view of this kind of pressure faced by teachers, literature review was conducted. In recent years, Chinese scholars have found that Chinese teachers bear heavy pressure in their research on teacher stress. Liu Wei (2017) analyzed the stressors of teachers in the context of “Internet + education”. And proposed the use of “experiential group sandtable” in psychology and psychological behavior training as media to stimulate teachers’ inner potential.
To help college teachers relieve pressure, so as to better carry out teaching activities [1]; Liu Jie (2015) analyzed the causes, ideological status and characteristics of employees’ mental health negatively affected by the information environment, including conceptual conflict, complexity and rapid change [2]. Guan Xiaobin and Duan Jiangfei (2020) conducted a questionnaire survey on teachers in different types of colleges and universities in Beijing, Shandong, Shaanxi, Sichuan and other provinces, and found that: The work pressure of college teachers is high, and the social support situation needs to be improved.
Social support has a certain effect on the relief of work pressure. And college teachers feel great pressure from the aspects of heavy work load, high career development pressure and insufficient job security [3]. All these studies show that with the acceleration of the information technology process, information technology not only improves the work efficiency of teachers. But also brings serious pressure to teachers. The pros and cons of the rapid development of information technology on teachers’ work have increasingly become a social issue of concern.
2.2 Foreign research status
Foreign research on teacher stress involves earlier, and the technology pressure brought by the development of information technology has also become the focus of research. Jay first proposed the term “technophobia” in 1981, and defined technophobia from three dimensions: behavior, emotion and attitude [4]. With the further development of the research, the attention of researchers has gradually changed from behavior to the impact of technology on individual existence. With the deepening of research. The pressure brought by the development of information technology on teachers has also been broken down from the perspective of technology.
Taravda Murray and Murray&Rostis et al. (2005), From the five dimensions of technology overload, technology penetration, technology complexity, technology insecurity and technology uncertainty, the paper studies the relationship between the pressure brought by information technology and the role and work efficiency, and shows that there is a certain correlation between them. In 2015, a study conducted by Jena in India showed that there was a strong correlation between the generating factors of technology pressure. The inhibiting factors of technology pressure and the influence of technology pressure on Indian college students in collaborative teaching [5].
Research shows that the development of technology and the increasing negative impact of technological stress have a negative impact on organizational identity, job satisfaction, work efficiency and performance.
In 2016, South Korean scholar Joo et al. constructed a structural equation model of middle school teachers’ technology stress and technology use intention to explore the relationship between middle school teachers’ TPACK, school support for technology use, technology pressure and technology use intention. The research results show that TPACK and school support have a great impact on technology stress. Technology pressure affects teachers’ willingness to use technology, and technology pressure acts as a medium to link TPACK, school support and willingness to use technology [6].
2.3 Overview of Current Situation
To sum up, foreign research on the pressure brought by information technology on teachers started earlier than domestic research. And the research scope is wider and more in-depth. Foreign research focuses more on the feelings brought by technological pressure and its impact on people’s psychology and physiology. Moreover, the research mainly focuses on psychology, medicine and economic management. And there is not much attention on the pressure of teachers, a special group. In the domestic aspect, the research results draw on the existing achievements of foreign countries. Most of the research focuses on the relationship between technical stress, job satisfaction and organizational performance of technical employees in enterprises. And there are few studies on the technical stress of teachers in the field of education.
Starting from the professional characteristics of teachers, the research on the influencing factors of technological stress can be more effective in analyzing teachers’ technological stress. Although there are studies on the influence of gender, age, education level, self-efficacy, TPACK and school support on teachers’ technology stress, the studies are scattered and not systematic. In the context of the nationwide closure of classes in early 2020 to carry out online teaching and the ensuing reform of information-based teaching mode, this study aims at the wider application of information technology. Does information-based means improve teachers’ work efficiency or bring greater pressure to teachers? From what aspects does the comprehensive application of information technology bring pressure to teachers? How to reduce teachers’ stress while improving their work efficiency is the core of this study.
What are the factors influencing the formation of teacher pressure caused by informatization reform? Through literature research and expert consultation, this study continuously dug into the relevant questions of the survey questionnaire and identified the formation channels of teachers’ stress.
3. Research design
3.1 Overall research framework
Based on the basis of previous literature research, combined with the particularity of the teaching industry. From the double-sided impact of the rapid reform of information-based teaching caused by the epidemic on the work of teachers. Through the analysis of the influencing factors, the countermeasures and suggestions on how to relieve the pressure of teachers under the environment of continuous school suspension are obtained. The specific framework is as follows:
Figure 1. General research framework
3.2 Main research contents
3.2.1 Analysis of the root causes of teachers’ work stress in the process of informatization
From the summary of experience, it is found that the sources of pressure due to the application of information technology include:. Changes in workload brought about by the use of technology, technology environment and means, information technology ability, willingness to use information technology, reward and punishment measures, effects and expectations of external evaluation, etc. Figure 2 shows the process of work stress caused by information technology.
From February to May 2020, all types of schools at all levels across the country will adopt online teaching, and basic education and some colleges and universities will basically resume offline teaching after May. However. With the aggressive foreign epidemic and repeated domestic epidemic, such as the recent epidemic recurrence in Beijing Xinfadi. The offline teaching that had just resumed in Beijing has returned to online. So the pressure of teachers’ work brought about by the application of information technology will become a normal situation.
Figure 2 Work stress process caused by information technology
3.2.2 Research on teachers’ stress level under information-based teaching reform
Literature research method, survey interview method and questionnaire method are used to comprehensively analyze the influencing factors related to teachers’ occupational psychological stress. The survey scale adopted in this study is based on the technical stress scale developed for enterprise employees by Tarafda et al. (2011), and includes basic personal information, school support, TPACK and self-efficacy.
In addition to the basic personal information, the analysis was carried out from three dimensions, using the five-level Likert scale. With five options for each question, which are strongly disagree, disagree, don’t know, agree and strongly agree, corresponding to 1, 2, 3, 4 and 5 points in turn. By establishing the norm of teachers’ professional psychological stress, a model between teachers’ stress and its influencing factors was built. Based on the analysis of questionnaire data, the correlation between each influencing factor and teacher stress is found out. And the main influencing factors of teacher stress are obtained through data analysis.
Through questionnaire survey, teacher interview and other forms. This paper studies the pressure level of information-based teaching reform and online teaching on teachers’ work, focusing on seven aspects of two dimensions: whether informatization promotes work efficiency or informatization brings greater work pressure, and forms survey data. This study strengthened the authenticity of the questionnaire data through telephone review, email and survey interviews.
The details include:
(1) Various information means improve work efficiency, work easier, so that employees can put more energy in life;
(2) Readily available information resources and information tools bring great help to employees’ work and life;
(3) Anytime and anywhere work communication and electronic work content, seamless docking of work and life, greatly improving the work effect;
(4) The constant communication between work information and home and school has brought great troubles to life;
(5) Spending too much time to pay attention to all kinds of network information flooded on the Internet every day, occupying too much work and life time, forming psychological pressure;
(6) Online discussions and meetings, electronic grading, etc., make it easier to take work home, breaking the work-life balance;
(7) The rapid development of information technology and the Internet. Often feel gradually unable to keep up with the situation, bringing career and employment pressure.
In 2019, before the outbreak of the epidemic, a questionnaire survey was conducted on basic education teachers in S Province, and a total of 20,316 questionnaires were collected. After data cleaning, 14,736 of them were valid.
The statistical results are as follows:
Table 1: Information perception data of basic education teachers in S Province in 2019
FIG. 3 Analysis of the impact of informatization on teachers in 2019
It can be seen from the data that in 2019, more than 50% of teachers believe that informatization has brought help to their work, improved work efficiency and improved work effect. Less than 50% of teachers believe that information technology has caused them pressure.
In 2020, after the outbreak of the epidemic, a questionnaire survey was launched for basic education teachers in S province. A total of 36,006 questionnaires were collected, and 27,662 of them were valid after data cleaning.
Table 2: Information perception data of basic education teachers in S Province in 2020
FIG. 4 Analysis of the influence of informatization on teachers’ feelings in 2020
It can be seen from the data that in 2020, more than 50% of teachers believe that information technology has brought pressure and trouble to their work, breaking the balance between work and life. Less than 50% of teachers believe that information technology has helped them. The conclusion of the 2020 survey data and the 2019 survey data is contrary, which also shows that under the epidemic situation. With the requirement of suspending classes without stopping schools. The use of information-based teaching has become the norm during the epidemic, and everyone generally feels the pressure.
FIG. 5 Comparative analysis of teachers’ informatization influence feelings from 2019 to 2020
Based on the data of 2019 and 2020, 2019 is significantly higher than 2020 in terms of bringing help and improving efficiency
Based on the data of 2019 and 2020, 2019 is significantly higher than 2020 in terms of bringing help and improving efficiency. But in terms of feeling pressure in the negative direction, the data of two years is basically flat. Indicating that there is no significant change in people’s feelings about pressure brought by informatization. The data from the original questionnaire for 2019 and 2020 were averaged and reanalyzed. And basically the same results were obtained.
Table 3: The average information perception data of basic education teachers in S Province from 2019 to 2020
Figure 5 Comparative analysis of the mean value of teachers’ informatization influence perception from 2019 to 2020
From the above data analysis, it can be seen that it has become a normal situation for teachers to feel the pressure of informatization. In the non-epidemic period, such as 2019, because there is not much forced use, teachers take the initiative to choose according to their own work needs. And teachers generally feel that informatization has brought them great help. In 2020, when the epidemic has emerged, overwhelming information means have become necessary and become the only choice. For basic education teachers, after getting used to classroom teaching day after day. They will feel that the efficiency and effect of online teaching are much worse. So they will feel that information has not brought them help. But the feeling of pressure is still the same as in the past.
3.2.3 Countermeasures and suggestions for relieving teachers’ pressure under informatization conditions
With the continuous reform of education and teaching promoted by information technology, higher requirements are also put forward for teachers’ teaching mode and their work. Through the data analysis of questionnaires. This study proposes how to relieve teachers’ pressure during the digital transformation of schools under the mode of informatization teaching reform. Three core concepts are mentioned in the Action Plan for Digital Education (2021-2027) :. Digital competence, digital literacy and the use of digital technologies for teaching and learning. Then, we focus on the continuous deepening of digital transformation, the continuous improvement of information technology level. The continuous deepening of product and service support, the further strengthening of teachers’ teaching ability and literacy. And the continuous improvement of teaching support conditions to make a comprehensive summary. And put forward relevant countermeasures and suggestions for teachers.
Figure 6 Three core concepts of the Digital Education Action Plan (2021-2027)
Digital literacy is a part of digital competence
Digital literacy is a part of digital competence, including the ability to express information needs, find and retrieve digital data, information and content, determine the source of information and its relevance, and store, manage and organize digital data, information and content. Faced with the students as the indigenous people of the information age, teachers should gradually accept and adapt to the teaching methods and methods based on information technology. So that it can bring more help to themselves, rather than forming pressure.
The application level and ability of informatization refers to the knowledge, skills and attitudes related to digital technology that people must have in the digital society. Including five dimensions of competence: information and data literacy, communication and collaboration, digital content creation, security and problem solving. Therefore, for teachers, they should consciously improve their informatization application level and ability through self-study, training and practice. So as to overcome their fear, bring positive help and reduce their pressure level.
While improving their own digital literacy and application level of information technology, teachers should also equip all learners with digital skills so that they can better live, work, learn and develop in the digital age.
4. Sum up
At the academic level, this research belongs to the direction of management human resources and psychology research. And also includes the content of information system management in management science and engineering. It is an interdisciplinary research with certain characteristics and innovation. From the academic point of view, this paper further focuses and refines the previous studies on staff pressure. Focusing on the study of informatization on teachers’ technical pressure. Through this focused research, we can find out the positive and negative pressure brought by the teaching informatization reform on teachers, put forward management strategies. And provide guidance and reference for the better implementation of the informatization teaching reform in various schools.
Through a systematic analysis of the problem of work stress brought by information technology to teachers in the post-epidemic era. This paper expounds the impact of work stress on teachers and their groups and on the development of education informatization. And indicates the specific strategies on how to manage teacher work stress in the daily teaching and teaching process of teachers in the future. With a view to providing references for school teaching reform and digital transformation and development. At the same time, with the continuous development of information technology such as artificial intelligence. It also provides suggestions and references for teachers to prepare for their careers in advance. The subsequent research will also conduct a more in-depth analysis of teachers in terms of age, gender, educational background and other dimensions.
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