Research On The Current Situation And Countermeasures Of Information Technology Teachers' Professional Development In Rural Primary Schools

Since the21st century, with the rapid development of educational informatization in ourcountry, it has entered a new period of development. In2010, China issued and implemented thenational medium and long-term education reform and development plan outline (2010-2020),which clearly put forward an overall strategy: to "put educational informatization into nationalinformatization". As to teacher’s training, it aims to "improve teacher’s professional level,promote training system, be prepared for training plan, optimize the structure and improveteachers’ professional level and teaching ability." Our country is an agricultural country withhuge agricultural population and rural primary school students. At the same time, there are alarge number of information technology teachers in rural primary schools. Comparing with theinformation technology teachers of primary school in the city, the professional development ofthe information technology teachers’ of rural area in primary school still exist many problems,which further led to the unfairness between urban and rural education. And it is not conducive tonarrow the gap between urban and rural education. Therefore, the rural teachers’ professionaldevelopment has received the widespread attention from all walks of life.This paper adopts literature research method combined with the theory of teacher’professional development and primary school teachers’ professional development standards. Italso draws lessons from the previous researches related research. It based on informationtechnology teachers in parts of rural primary school in Weifang to analyzed the elementaryschool teachers’ current situation of the information technology in the region by using the formof questionnaire and interview, and reveal teachers’ professional development problems of theinformation technology teachers in rural primary school in Weifang and put forward the strategyof promoting the teachers’ professional development.Full text is divided into six parts.The first part is to put forward problem. It mainly introduces the research background, theproblems, the research significance and the purpose of the research methods on this topic. Firstof all, teachers’ professional development affects the cultivation of student’s information literacyand the process of educational informatization development in this country. So it is necessary todo some research on current situation of teachers’ professional development. Secondly, thecurrent teachers’professional development didn’t get the attention which it deserves. At the sametime, there are several problems. In the end, it presents the significance of the research, whichwill rich teacher professional development theory, and promote teachers’ professionaldevelopment level. The author uses the literature research method, questionnaire and interviewinvestigation method and so on. The second part is the review of the previous research. It mainly summarizes and reviewsthe preliminary research and status at home and abroad on the subject, and lays the foundationfor the research of this paper.The third part is about the related concepts and theoretical basis. Firstly, it reviews theforeign and domestic researches on the definition of teachers’ professional development, whichleads to the definition of information technology teachers’ professional development. Then, itputs forward the relevant theoretical basis of the research, which are the primary school teachers’professional development standards (try out) issued by the Ministry of Education", the demandhierarchy theory by Maroussi and constructivist learning theory. The author uses those theoriesto guide the status quo of research object and countermeasures research.The fourth part is the analysis on the status quo of teachers’ professional development andresearch object. The first is the introduction of research object, the questionnaire design and thesituation of issuing. And then it is the result of the investigation and analysis of the situationincluding the following several aspects: one is the basic situation analysis; the second is theanalysis and the status quo of professional attitude; the third is the analysis and status quo of thespecialized knowledge; the forth is the present situation and analysis of professional ability; thefifth is the situation and analysis of the recent development.The fifth part is the countermeasures of the professional development. This paper is based onthe problems which exist in the professional development of information technology teachers’ inrural primary schools in Weifang, and then propose the corresponding development strategy. Themain contents include: establishing a new system; ensuring information technology teachers’professional development in the rural primary schools; carrying out the professionaldevelopment activities targeted at the information technology teachers’ in the rural primaryschools; Establishing professional belief, enhancing professional identity; improving informationtechnology teachers’ professional knowledge in rural primary schools; Improving the informationtechnology teachers’ professional ability in rural primary schools.The sixth part is the summary and outlook. It mainly includes the research conclusion, theinnovation, the weakness of the research and prospect of this article.