Research On The Status Quo And Promotion Strategies Of Teachers' Teaching Abilities In Rural Teaching Points Under The Informatization Background

In the context of our country's commitment to building a strong country in education,the construction of the teaching team has great significance for improving the quality of education in China.However,the quality of education in teaching points,which are an important part of rural education in China,is still poor and restricts the development of basic education in our country.Moreover,due to the continuous development of society and the continuous advancement of education informatization,people are more eager for fair and quality education,and the requirements for teachers'teaching ability are also increasing gradually.Therefore,improving the teaching ability of teachers in rural teaching points has become the main demand for improving the teaching quality of teaching points.The rapid development of education information not only brings challenges for teachers,but also provides new ideas and opportunities for the improvement of teachers' teaching ability and the educational quality.For this reason,the author conducted an investigation and practice on the teachers' teaching ability of urban central schools and rural teaching points with the example of the Xian'an,Hubei province,in order to provide some reference for improving the teachers' teaching ability and the teaching quality of rural teaching points.Firstly,the author investigates and analyzes the status quo of the teachers' teaching ability in central schools and teaching points of the Xian'an.And finds that there are still great differences between them in information skills,selection and use of teaching resources,application of teaching methods,teaching reflection and so on.Through in-depth analysis combined with interviews and field observations,it is found that the problems in the development of teachers' teaching ability in teaching points are mainly reflected in four aspects:First,there are problems in the development environment of teaching points teachers,such as the lack of timely management of informatization teaching facilities,and the imperfect teaching evaluation system;Second,although teachers already have the informatization teaching awareness,the role migration is not in place,and lack of initiative and continuity in action;Third,teachers' teaching skills are poor in information skills,low integration with teaching,conservative teaching models and so on;Fourth,the development path of teachers is single,participation is low,and results are not good.Secondly,combining the investigations of the previous status quo and the analysis of the problems,the actual development needs of teachers in teaching points were clarified,and the countermeasures and suggestions for improving the teachers' teaching ability were put forward,which mainly included four aspects:The first is to optimize teachers' development environment,synchronize the development of soft and hard resources,optimize the allocation of teachers,and improve the incentive mechanism for teachers;The second is to carry out multi-level teacher trainings of"awareness-ability-practice-reflection" to guide to realize the full transformation;The third is to encourage teachers to explore independently in practical teaching,carry out action research,strengthen collaboration with colleagues,and promote self-reflection;The forth is to strengthen the combination of urban and rural areas,strengthen the combination of virtual and reality,and build a community of urban and rural teachers to promote the common development of urban and rural teachers.At last,the author participated in the practical exploration of teachers' teaching ability improvement in Xian'an following the tutor,and conducted in-depth interviews and follow-up observations with teachers to understand the effect and deficiency of practice.The practical activities for the improvement of teachers' teaching ability mainly include the following three parts:The first is the implementation of multi-level rotation training,paying attention to the different needs of teachers at different levels,conducting phased training and follow-up evaluation of training;The second is the construction of digital schools,which provided teachers with space for network training,and helped teaching teachers get rid of the constraints of time and hell;The third is the development of diversified long-term teaching and research activities,such as hand-to-hand cooperation between urban and rural teachers,excellent teacher demonstration teaching,inter-school observation,etc.Evaluating the effectiveness of practical activities can find that the teachers' informatization application ability has been improved and their sense of self-development has been enhanced;teaching problems have been continuously solved and daily teaching results have been improved;awareness of inter-teacher communication has increased and professional reflection ability has been strengthened.However,it can also be found that there are still some deficiencies in practical activities,such as the lack of participation in teacher training,the lag in the update of teaching resources in digital schools,and the problem of "taking the form" in some activities.