Analysis For Discrepancies In Educational Technology Ability Of Urban-rural Junior Middle School Teacher

It has been ten years since the publishment of “Standard(Trial) of educational technology for primary and middle school teachers". The teaching technologys of primary and middle school teachers have been greatly improved in these ten years but there is still a big difference between the city and the countryside. The most important and effective way to balance urban and rural teachers’ resources is to narrow down the application ability of teachers’ educational technology, which provides a new way to balance the development of basic education. According to the four capacities and quality in the "standard", research group investigates in thirty-three primary schools of ten districts and counties in Langfang Hebei Province which is based on the circumstance of junior high school teachers’ education technology. Through data collation, the study analyzes the difference of local urban and rural teachers’ education technology application and summaries a reason for it and offers countermeasures. This study aims at summary the present situation of the middle school teachers’ educational technology application ability after ten years’ development through the performance of teachers’ education technology application ability between urban and rural areas and hopes to put forward the countermeasures to reduce the differences in a certain reference.This study is based on the standard of educational technology ability towards teachers in the "standard" and use the analytic hierarchy process to establish the "evaluation index system towards junior middle school teachers’ educational technology ability in Langfang ", through the expert consultation, weighting the evaluation index system to quantify the foundation for the further investigation and measure. Through literature research, questionnaire survey and field investigation on the circumstance of teachers’ education technology ability in the middle school of Langfang Hebei province, we found that the difference between urban and rural junior middle school teachers’ educational technology ability is mainly as follows, the unbalance between education concept and the application of knowledge and technologys and the delay of the development of educational technology. The significant difference and the reason mainly reflect in the evaluation mechanism, financial security mechanism and incentive mechanism and other reasons like the imperfect educational informationzation management mechanism, the lack of training system for software resource construction and education technology and the lack of information soft environment for school.Finally, this study puts forward the effective countermeasures to improve the technical ability of the urban and rural teachers from three perspectives. First, we need to make comprehensive evaluation, motivation, organization, management system, set up long-term effective evaluation and incentive mechanism, set educational and technical personnel in special posts, set up sharing mechanism for teaching resources, strengthen the linkage of urban and rural schools and establish regional inter school learning community; Second, the training content that suit for teachers should be adopted as well as the training content of "new technology + application mode" and the arrangement of the training arrangement; Third, we should try our best to share more information of information technology education to the public, develop the discipline, simple the tool software and develop intelligent school website system to generate software and other aspects to improve teachers’ educational technology ability.