Survey And Strategies On Rural Primary School Information Technology Teachers’ Professional Development

The education of information technology in our country is relatively late compared with other countries,and the professional development of information technology teachers is seriously lagging behind.The promulgation and implementation of the outline of the national medium and long term educational reform and development plan(2010-2020)emphasized the importance of improving teachers’ professional level and teaching ability from the state’s emphasis on education.At the present stage,China’s basic national conditions determine the current situation of education in rural areas.Rural education is lagging behind.Rural teachers’ professional development is slow.Compared with cities and towns,there exist many imbalances in policy treatment and other aspects,which exacerbates the imbalance of urban and rural educational resources allocation.The research on the professional development of information technology teachers in rural primary schools has practical significance for the long-term development of national education,and it can also provide a reference for further research on the professional development of teachers in the rural area.The paper mainly uses the literature research method,questionnaire survey method,interview method,from three aspects of professional knowledge,professional attitude and professional skills of teachers’ professional development research,through questionnaire survey and interview form teacher professional development of primary school information technology in Zhenping county of Henan Province Wang Township in rural areas for investigation,investigation found that the information technology teachers in rural primary school for their own occupation satisfaction is not very high,self professional development consciousness is not strong,and need the information technology teachers’ professional development at this stage is not adapt to the.The proportion of rural teachers’ aging structure is also changing.Young teachers have an absolute advantage in information technology,especially in terms of professional knowledge and professional skills.But in the teaching practice,due to the lack of teaching experience,teaching mode is not flexible enough,students’ classroom performance is often unsatisfactory,often pay and not proportional,which to someextent against the entry of new teachers’ confidence,therefore,for the new entry of information technology teachers must sum up through teaching and reshape the self-confidence reflection.Reflected in the research process of teachers’ learning interest is not positive enough,teaching pressure,teachers occupation burnout,information technology disciplines were not taken seriously,the information technology discipline serious marginalization and teacher training methods to improve the issues such as the lack of the professional development of teachers should be active and initiative in the professional attitude and make full use of Department of information technology exchange opportunities to inspire teachers in the professional development;active use of cyber source in a timely manner to the experienced teachers learning,promote the rapid development of personal and professional level;strengthen the practice of teaching in the professional ability,earnestly organize the classroom teaching and strengthen after-school reflection and exchange.Finally,in order to further verify the feasibility of the proposed strategy,the investigation on the experimental teachers,through the interview survey found that the proposed strategy to solve the problem have greatly improved in the aspects of classroom teaching,enhance the quality of professional development,at the same time,a comparison of preliminary teaching effect,to detect the effect of proposed implementation strategy.