Design Of Primary And Secondary Teacher Education Technical Skills Training, Experiential Learning Activities

The rapid development of Information Technology has presented elementary education of our country with new challenges, and has put forward high requirements to the professional development of the primary and middle school teachers, too. So, how to speed up the professional development of the primary and middle school teachers becomes people's concerned focus and one of the central themes of contemporary educational reform day by day, and it has becomes important content of the teachers' professional development to improve the primary and middle school teachers' educational technology ability. In order to enhance the vast primary and middle school teachers' ability of using educational technology to improve the quality of teaching, the Ministry of Education proposed that most of the primary and middle school teachers in our country should have the opportunity to get educational technology training which lasts for 50 hours at least in September 2004.From May 2005 to July 2006, I had a share in the compiling of the Course of Educational Technology Training (Junior Course, for Teachers) (thereinafter, the Training Course for short), and participated in the training for national master teachers and master teachers from Jiangsu Province. Also, abundant data were collected in this process. By the analysis to the state of educational technology training, the problems that exist in current training are summarized. And combining with my experiences in the process of compiling and training, the signification of experiential learning in educational technology training is summarized. At the same time, the theoretical foundation, the model of experiential learning and its role in the teachers' professional development are analyzed. Then it is discussed how the trainers' and trainees' activities are designed in experiential learning of the training. At last, the operation tactics and evaluation methods of experiential learning activities in educational technology training are described according to observations to training and communication with trainees, and three types of educational technology training cases by experiential learning are shown.