The Study Of Information Technology Teacher's Practical Knowledge

Education plans, teacher-centered. In the process of Promotion of education information, information technology teachers, basic education teachers are the core nodes of Basic Education information, in the middle of the bridge to link teachers, students and information technology, and bear a very important responsibility and mission. Information technology teachers in primary and secondary schools are also increasing concerned, about the expertise of teachers in information technology and professional development of naturally become a hot research in recent years. "Practical knowledge" as one important part of "teacher knowledge " also researched by some educational researchers. But about the research "practical knowledge of information technology teachers" is still very small, it is essential to research information technology teachers'practical knowledge.This theory is based on constructivist learning theory and the theory of tacit knowledge, through the use of literature study, questionnaires, interviews and content analysis, learning about Chen Xiang ming posed in the passage"On the Constituting Components of Teachers'Practical Knowledge", which reference to practical knowledge of teachers the content and structure, with the method of questionnaires and interviews, in Liaoning Province of information technology teachers ,come from 60 schools in primary and secondary . On the results of questionnaires and interviews were conducted reliability and validity analysis, based on the data summarized the status of information technology teacher practical knowledge. We study the four factors constitute the specific content of information technology teachers'Practical knowledge, which were summed up in there are still insufficient. According to these shortcomings the author puts forward proposals to initiate, lead to deeper thought.This study found that there are two main aspects of information technology teachers'Practical knowledge, the external environment and internal factors of teachers themselves.1. External environmental factors including information technology discipline itself and its usage in school leadership and the status of teachers and students, the overall level of teachers, fewer opportunities for training and other factors.2. Teacher's own internal factors including professional burnout, deputy division complex, the lack of effective interpersonal communication, lack of adequate teaching research and technology evaluation or reflection is not strong and other factors Based on the above factors, I pose some ways as following: development of relevant policy, rational planning materials, strengthen teachers'belief, reflective teaching practice to improve teacher capacity, carry out action research, the specific and effective training strategy, enhancing the communication between teachers, teachers and students, strengthening of information technology Teachers'team, through these methods to develop information technology teachers achieve the practical knowledge, and to improve the professionalism of teachers.