A Case Study Of The Development Of Rural Primary School Teachers’ Information Technology Teaching Ability

Development of rural basic education is the top priority of China’s educational development. Education in rural areas to accelerate development of information technology to improve the level of education is an important measure to build a harmonious society.Teachers play an important role in the development of information technology in schools, so the ability level of development of information technology education teachers in the rural areas of China’s basic education directly affects the overall level of information technology.This study used qualitative research methods, selected a language teacher in a primary school in the county in GanSu Province as a case of teachers, the collection of information through methods interviews, classroom observations, physical analysis, described the case of teachers teaching ability of information technology development process. On this basis,in-depth analysis of the factors affecting the case of teachers teaching ability of information technology development, and make practical recommendations for the factors. Specific content is as follows:1. Analysis of the Present Research on teachers’ teaching ability of information,education and information technology capacity development stage of the sort.2. Qualitative research methods, and research through interviews and classroom observation of objects, physical analysis and other methods to collect information, tracing the course of development of information technology teaching ability M teacher. Concluded that case teacher’s information technology teaching ability development stage is “ confused period, adaptation period, rapid development and try on innovation period ”, today is the fourth stage.3. Through the case of teacher’s information technology teaching ability development process, analyze the factors affecting primary school teachers in rural areas of information technology teaching ability, there are mainly two aspects of internal factors and external factors. Internal factors are: teachers’ professional happiness, self-development consciousness,the information technology teaching ability, self-reflection ability; External factors are: the support of hardware environment, the President’s support, the learning opportunities to meet teachers’ needs(training), with the help of the teacher community.4. Through the case of the teachers’ information technology teaching ability development as well as the influence factors of rural primary school teachers’ information technologyteaching ability analysis, put forward four proposals on developing the capacity of teachers teaching information technology in rural areas Elementary School: strengthen hardware environment construction and maintenance; Improving the teacher training system; Organize teacher reflection exchange activities; The interscholastic cooperation and promote development.