Design And Implementation Of Teacher Information Technology Application Ability Training Model Based On Project-Based Learning

In the information age,the concepts of artificial intelligence,Internet+,big data,and mobile learning have had a profound impact on people's work,study,and life.With the promulgation of the“13th Five-Year Plan for Education Informationization”in 2016,the changes in educational content and models have also been promoted.Teachers are the key resources and elements for the development of education.Teacher training is an effective way to promote their professional growth.However,the traditional teacher training uses a one-to-many teaching style,which often fails to raise the teacher's interest in learning and does not achieve the desired effect.With the emergence of mobile devices such as smartphones and tablets,teachers' teaching and student learning have undergone great changes,and mobile devices will become teaching and learning tools for teachers and students.At the same time,project learning in the information technology environment is also an important teaching mode in the information age,and an important way to cultivate students' critical thinking ability.In order to solve the problem that traditional teacher training can't really improve teachers' information literacy and professional quality,it is especially important to apply the project learning model to teacher training.This study will focus on the information literacy of primary and secondary school teachers,first analyze the connotation and components of teacher information literacy;then,based on these factors,investigate the current information literacy status of teachers,and analyze the problems existing in it;In order to improve the information literacy of primary and secondary school teachers,a project-based training model can be proposed to provide suggestions for effectively improving the information literacy of primary and secondary school teachers.This article is divided into six chapters to elaborate on the research content.Among them,the third and fourth chapters are the focus of this study.The firstchapter is the introduction part.It mainly introduces the research background of the topic,studies the problems,and analyzes the current research status of project learning and teacher training mode at home and abroad.Explain the research content and significance of the article,and introduce the research methods used in this paper.The second chapter is mainly to analyze the status quo of teacher information literacy training in China.The third chapter is the core chapter of this paper,which constructs the teacher information literacy training mode of project-based learning.The model includes three role circles,namely training experts,training teachers and training teachers.The three role circles are around training.The theme expands the activity and combines online and offline resources for training.The fourth chapter is the implementation phase of the training.At this stage,the author demonstrates the research on the objectives,contents,processes,assessments and achievements of the training,and observes the participation of the participating teachers at any time during the training.The fifth chapter is the evaluation part of the training effect.For this training activity,the author uses the questionnaire survey method to investigate the participating teachers to get their feedback on the training activities,so as to further modify the training mode..The last chapter is a summary and reflection.The author comprehensively summarizes the research content of this paper,comprehensively summarizes the research results,and analyzes the limitations of the research.In the research outlook,I put forward my own suggestions for the follow-up research.This paper makes an exploratory study on the teacher-based information literacy training model based on project learning.Providing new ideas for the design of teacher training models,new ideas enrich the existing training model for teachers' information technology application capabilities.Training institutions can gradually improve the training mode and conduct teacher training along this direction.