Research On Strategy Of Training Elementary And Secondary Teachers On Information Technology

As the quality of education related to the Prosperity of the country and theflourish of the nation, it was widely concerned by the people around the world, and itbecame an important indicator for the overall national strength. In recent years, withthe informationization degree of education environment is higher and higher, Moderneducational technology go through into every section of teaching activity, changed thetraditional instructional ways, teaching contents, efficacy and evaluation of theteaching results.Information technology play a role in education is depended by the teachers.Without the proper using of technology, even the best technical equipment can’t bringgenuine effect. It requires teachers have corresponding using technology ability. Sowe must train the teachers on information technology. Increasing the training effect ofinformation technology is important for ensuring the primary school and secondaryschool teachers keep up with the times pace, improve information literacy, and useinformation resources for teaching effectively and scientifically.This article is research on the current situation of Primary and secondary schoolteachers’ information technology training, influence factors and solution strategies.Based on the current situation of domestic and foreign information technologytraining, through comparative analysis it is concluded that at present our domesticelementary and middle schools teacher information technology ability training ofpositive and negative aspects. And emphatically analyzes the problems thatinfluencing primary and secondary school teachers training, to analyze the problemsof information technology training in an objective point of view for primary andsecondary schools, so as to improve the effect of information technology training.The innovation of this paper is: the introduction of activity theory to analyze thetraining activities; for the creation of information technology training mode; use thetask driving method in the teaching, and provides the case as a reference.This research is divided into five chapters: The first chapter is introduction. Introduced this article’s research purpose andsignificance, research status at home and abroad, research methods and the theoryrelated to this study. Through interview and questionnaire investigation, to determinethe purpose and significance of research; On the basis of the analysis of relatedliterature, introduced training status at home and abroad.The second chapter, investigate the needs of primary and secondary schoolteachers on using information technology. Mainly through two ways: first, throughinterviews with parents, students and teachers as a result, the analysis of the differentpositions of teachers in information technology training expectations; Second, usingthe questionnaire for teachers in the teaching of the specific conditions of the use ofinformation technology, and analysis how to provide appropriate training in thetraining content and training forms.The third chapter, the current situation of the information technology training forprimary and secondary school teachers. From designing the three aspects of training:the content of the training, training formation and training process, to explain thecause of inefficient current training effect.The fourth chapter, the influencing factors of primary and secondary schoolteachers’ information technology training. Information technology applicationenvironment providing teaching methods and opportunities for professionaldevelopment for teachers, and training mode ignores the internal motivation fordifferent teachers, teachers’ learning characteristics, such as internal cause andrestricts the training effect of exogenous under the current education system hasbrought challenges to the current information technology training.Chapter five, strategies to raise the primary and secondary school teachers’information technology training effect. under the guidance of the learning activitiestheory, design the training objectives, training activities, use of tools, and trainingeffect evaluation, get guidance of teachers training framework for action, and on thisbasis to create the training model, task driving method is used to organize the training content, in order to improve training effect to construct education training institutions.