Primary And Secondary School Network Administraory Of The Regional Training Model

With the Internet information technology highly advancing, the application of information technology has already penetrated into the curriculum of secondary and primary schools. In order to adapt to the rapid development of technology education, secondary and primary schools have begun to introduce into campus-computer network administrator(simply called as administrator) since the 1990s. On November 2002, our nation officially announced the standard of network administrator, which indicates that this post is treated as an formal job by our government.Due to some systematic problems in our primary and secondary schools, many administrators are taking this job as a part-time, mostly taken by computer teachers from other schools. Learning on their own, those teachers form some experience-based common knowledge of being a administrator, which is far from satisfactory. What's more, many administrators are occupied in repairing computers, making PPT and shooting videos and etc, which leads to the absence of proper planning. Their responsibilities are vague and they are not specialized. The main problems are the following:undesirable technology knowledge, lack of professionals, unstable staff. And there is no counterpart department to do the management work, resulting in they are unorganized, unmanageable, inexchanged, untrained, unverified. If this situation goes on, administrators of secondary and primary schools will be at loss. Meanwhile, those administrators often take part in the construction, planning and executing of information project of schools, and this makes them the main force of promoting the development of information education, even the information development of the region. Therefore, it is necessary for counterpart department to do research on how to set up professional administrator teams.This thesis analyzes the traits, the needs, the problems remained and unstable factors of administrators of secondary and primary schools in Zhabei District, combining the characteristic of education in this region with the demand of constructing teaching staff. Starting from the management and training of administrators, this thesis puts forward many regional training modes such as apprenticeship mode, school-to-school mode, base training mode etc, and all those modes have been put into practice and can provide experience for other provinces.After the regional construction mode has been carried out, the author did some questionnaire, visited some schools in Zhabei District and interviewed deeply related staff. By analyzing the statistics, it is commonly acknowledged that through regional management, the technology performance of administrator has been improved, their self-value has been reinforced, the administrators teams have been stabilized. Through valuation and self-examination, the defects and merits of this mode and the existing problems have been summarized. They will be further perfected in the near future, contributing to the specialization, sustainable development and systemization of basic technology education professional teams.