Research On The Status Quo And Improvement Countermeasures Of Information Technology Application Ability Of Teachers In Underdeveloped County-level Middle Schools

With the continuous advancement of China's informatization process and the gradual increase in the degree of educational informatization,the application of information technology in education and teaching is becoming more and more common.More and more new technologies and new devices have entered the field of education,bringing with them.The reform and innovation of the methods and methods of education have brought new vitality to the traditional education and teaching activities.As an indispensable teacher in education and teaching activities,having a certain ability in the application of information technology has become a rigid requirement for teachers nowadays.It can be said that teachers who will not apply information technology cannot adapt to the current process of education reform.However,compared with developed regions,underdeveloped counties have few contacts with new things,and hardware and software facilities are lagging behind developed regions,and the process of change is relatively slow.Over time,this will only exacerbate educational imbalances between developed and underdeveloped counties.Therefore,it is very necessary for the teachers in underdeveloped counties to understand and improve their IT application capabilities.Based on the requirements of the "Primary and Elementary School Teachers'Information Technology Application Ability Standards(Trial)"(2014),this article uses literature,questionnaires,interviews,and other research methods to study the current status of information technology application of middle school teachers in underdeveloped counties.Through the research,the author finds that there are several problems in the application of information technology in the underdeveloped county middle school teachers:one is that teachers cannot solve problems when they encounter problems;the second is that the school's hardware facilities are poorly equipped;third,the teacher training opportunities are insufficient,and the training content is still insufficient.To be improved;Fourth,the school encourages a single method;Fifth,the lack of quality teaching resources is not easy to find.The reasons for these problems are:First,the lack of professional and technical management personnel in schools;Second,limited funds,improper application;Third,lack of targeted training;Fourth,the evaluation criteria mechanism is incomplete;Fifth,the resource platform is incomplete.In response to these problems,the author tried to propose specific improvement measures:First,optimize the information-based teaching environment,including increasing financial support,emphasizing special funds for special purposes,strengthening professional development and overall equipment purchase;Second,improve the training mechanism and enhance training effectiveness.,Including the focus of training down,to strengthen the training targeted and enhance the continuity of training;Third,optimize the supply of teaching resources,including the selection of high-quality resources,to provide materials and rich resource types;Fourth,to enrich the teacher incentive channels,including a sound teacher evaluation mechanism And provide teacher financial subsidies.