A Case Study On The Development Of High School Information Technology Teachers In The Survey And Countermeasures

This sentence "Universal computer should start with children," set off a development trend on computers in education reform and practice in basic education in China. So far, from primary and secondary schools in China open information technology required course's formally, just after the tenth year. In this significant decade, information technology curriculum has gained the quality and quantity of continuous improvement and development both in theory and practice,meanwhile,the curriculum goal that enhances the students'information capacity and literacy, etc, has also been well implemented. But on the whole, there is still a distance away from maturity. Among this, have many reasons. For example, information technology curriculum is still a relatively new curriculum and has no ready-made formula and method can be used in areas such as education and teaching, and face the Chinese traditional system and concepts in education, especially the impact of college entrance examination system, cause its bumpy road of development, and so on. All of these reasons will give many difficulties to the executor of information technology curriculum - information technology teachers'road of development. So, how should information technology teachers deal with future requirements of information technology curriculum's development to constantly enrich and develop themselves, is the problem that need to solve urgently placed in front of them.In recent years, the related research of information technology teachers is in the more gradual increase. From these studies we can draw that information technology teachers have a major role and significance in the development of information technology curriculum. In the main work points of the Ministry of Education in 2010, as for improving the quality of education, it was pointed out that we should strengthen teachers'team construction and promote the education informationization actively, and encourage and support teachers to engaged in education in their all life time when the construction of a learning society is promoting actively, etc, such work as the urgency. It can clearly be seen that interest in the education informationization construction and teachers'development has become a hot issue. But as a more important role in the process of the education informationization, the information technology teacher plays a vital role in improving the quality of basic education and the construction of a lifelong learning society.In this study, constructivist theoretical view of teacher, scientific concept of development advocates people-oriented philosophy, teachers'professional development theory, integrating information technology into curriculum theory and life-long learning theory are as the theoretical basis, and using the case study, structured interviews to investigate the development status of the two information technology teachers from the senior high department in Experimental School attached to Northeast Normal University, and found that they have already a certain sense of professional development and some different levels of information technology curriculum's theory and practice in both new developments'applications in teaching, but it have not been completely aware of that information technology as a powerful learning tool and the great potential of information technology curriculum by information technology teachers themselves, teaching objects and other disciplines teachers. Meanwhile, the real technical service role of information technology teachers has not been fully reflected. According to these issues and phenomena have been found during the investigation, some corresponding strategies have been put forward tentatively and exploratory to help information technology teachers adapt to future development better in this research.