Post-disaster Reconstruction Area Primary And Secondary School Teachers Education Technology Ability Training Mode Research

Since WenChuan earthquake happened in2008, school infrastructure of this disaster area started. After more than3years reconstruction, the schools’ infrastructure of disaster area improved much better so far. Especially, IT system hardware in primary and secondary school reached higher level than before (earth quake), teaching&study environment optimized obviously. Till now, focus changed from hardware reconstruction to the software optimization. Upon the modern hardware, how to improve the teachers operating ability, how to improve the teacher education skills training should be the key for continuous success. On the reconstruction of teacher education skills training, to find an effective system, which can promote teachers’knowledge of learning to practical teaching ability is the core to solve the problem in current post-disaster reconstruction area of teachers’educational technology ability training. Therefore, what I would like to summary in this paper is how to find an effective training mode to improve teacher’s ability in such area. I investigated samples from BeiChuan, QingChuan, MianZhu and ShiFang onsite to learn the real training conditions for teachers, analyze merits and flaws of the trainings, summarize the existing main problems and root reasons. Now, I construct a high efficiency mode for how to improve the teaching ability upon that; and share with you.Investigator found that area stepped into a new climax phase for primary&middle schools’teachers training since the earth quake. Compare with teaching ability of other province, more assistance for teachers’training got here. Under aids of international training support and projects guides, some new training concept and mode brought to this poor area. But, this situation also caused various concepts which disturbed training uniform, repeat training. Systematical training is not fulfilled. For the single training project, training modes and means are poor, cannot integrate with real teachers ability, practices are lacking in interests, no reasonable evaluation organization and management system. The most advanced hardware, the most frontier mode and idea, but lack of unified planning, and can not fit the actual situation, All the flaws cause that training cannot reach ideal effects. Aiming at the present situation, investigator conducted an investigation at the first chapter of this article. The second chapter listed out the teachers training mode and application situation for disaster area. The third chapter analyzed above mentioned the major defects systematically. The fourth chapter presents new theories base on those defects, which are Active theory, Hybrid training theory, Effective training theory, Under theme activities guides of hybrid training mode, we can check and optimize the whole training project for the’China-UN Children foundation for disaster area teaching training’...