Researches On The Training Model Of ICT Teacher

The dissertation aims at researching on training model of ICT teacher systematically and fully from theory and practice perspectives, which is based on background of ICT curriculum reform and the platform of ICT teacher advanced training project of Partner-in-Learning Plan cooperated by the Ministry of Education and Microsoft Corporation.Literature reviews theoretically puts forward reasons why author researches on it by analyzing related concepts of training and productions of training model about ICT teacher. The findings are: definition of training doesn't state the essence of training and must be redefined; existed training models are not suit for ICT teacher training; training model of ICT teacher is not researched systematically; design of ICT training model must surmount birdcage of training.Status quo analysis realistically puts forward reasons why author researches on it by unscrambling the real-life states of ICT teacher training. The findings are: although ICT teacher training has a political meaning and a real demand decided by nation education policies and the present situation of ICT teachers, there are many problems which result in poor training qualities in implementing ICT teacher training. Hereby the dissertation presents views that ICT teachers catch at training and training needs a new thinking as well. A new presented thinking framework as follows: orientation of embedding training, team learning as the benchmark component, activity-mediated, deep-learning-centered, multiple evaluation methods dominated by process, syncretization of presence training and online support.Theory foundation clarifies what forms theory foundation of ICT training model and how to guide ICT teacher training. This part includes comprehension of ICT curriculum, the discipline thinking, role-locating of ICT teacher, professional knowledge and abilities, supportive theory.Training model as a core part of dissertation mainly solves what dimensions make the model up and how to parse and operate these dimensions. The model is composed of structure model and strategy model. The structure model is structured as mini-lecture, technology practice, seminars of teaching method and presence/online resources support, which can effectively develop ICT teacher knowledge, professional abilities and performances, professional attitudes and belief. The strategy model consists of five dimensions which include thematic games, training culture, learning team, training content acitivitization and reflection- sublimation; the latter two are key strategies.Research on practice effect as an important part, pursuits the practice effectiveness of model in ICT teacher training. This part first states research environments and methods, then analyzes and processes first-hand data, tries it best to give scientific conclusions. The findings are: the model has an innovation in theory and maneuverability and validity in practice; ICT teachers who have participated in training appreciate it highly; the quality of ICT teacher has been improved greatly by using it.