The Research On Operation Mechanism Of Educational Technology Capacity School-based Training For Primary And Secondary School Teachers

Since The Ministry of Education of China launched the standards of the EducationalTechnology Capacity for Primary and Secondary School Teachers in2004and launched a projectto train Teachers’ Skill of Applied Educational Technology in Primary and Secondary School inthe next year, the activities of the Educational Technology Capacity for Primary and SecondarySchool Teachers has been Implementation carried out all over China. In the constant explorationof training activities, school-based training is highly appreciated by primary and secondaryschools with flexibility and convenience in schools and the advantages of pertinence andflexibility. Then the school-based training has been widely carried out and developed rapidly,and has got a series of achievements. But the theory and practice research of the school-basedtraining are not mature and still exists many questions, such as the arbitrariness of trainingorganizations, the implementation of the training, the passivity of the evaluation, the supplenessof the Training plan. These questions have made the actual efficiencies of school-based trainingwere not been fully planed, and then influenced the improvement of teachers ’ educationtechnology ability, even the reform and development of the education. So it is necessary to makethorough research to the mutual relation and interaction between various factors of training.Finding out the problems existing in the practice, seeking a solution to the problem, ensuring therealization of school-based training goals and tasks and playing a role of school-based trainingbetter are also necessary. So, we must to establish an operation system which is coordinating,flexible and efficient, to promote the development of school-based training in-depth.So, this paper started from the perspective of school-based training operational mechanism,through the study of two schools named X and Y which used teacher education technique abilityof school-based training, successfully explored a series of operation mechanism of educationaltechnology capacity school-based training for three different types of Primary and SecondarySchool Teachers. This mechanism includes Organization mechanism, Activity mechanism andIncentive mechanism. It is ensured that school-based training objectives and tasks to be achievedsmoothly. It played a proper role to apply the school-based training.The main content of this article is divided into five parts. The first chapter is introduction. Itmainly expounds the context of the selected research, the domestic and foreign relevant researchreview, research purpose, significance, content and method of the research. In the second chapter, it defined the core concepts of the research, discussed daily life theory and group dynamicstheory detailed and summarized the application of the two theories in school-based training. Thethird chapter and fourth chapter are the most important parts of this research. It conducted a casestudy of two schools of teachers education technology ability of school-based trainingoperational mechanism which were named X and Y. It recorded the process of the plan-makingof the school-based training in detail, and the implementation of the school-based training, andthe summary of school-based training effects. The fifth chapter is on both the X and Y schoolteachers’ education technology ability of school-based training practice based on the researchresults and summed up the operation mechanism of school-based training. Finally, the writermade a summary on the research work, pointed out the deficiency existing in this research andlooked forward to the work in the future.The author tries to explore a set of scientific, reasonable and highly effective teachers’education technology ability training mechanism in this study, which can provide a reference forthe same kind of primary and secondary school teachers’ education technology ability ofschool-based training.