Research On The Strategy Of Improving Rural Primary School Teachers’ Ict Teaching Competency ——Take The H Country In Heilongjiang Province As An Example

With the continuous deepening of the integration of information technology and various fields,it has also achieved unprecedented development in education.Therefore,while the level of education informatization has been continuously improved,the state has also been paying more attention to teachers’ Information and Communication Technology（ICT）teaching competency.However,with the accelerating pace of ICT teaching,teachers’ ICT teaching competency between urban and rural areas is also expanding.In order to promote educational equity and narrow the gap in teaching quality between urban and rural areas,we must first focus on the basic education stage and pay attention to the information-based teaching ability of rural primary school teachers.Therefore,it is of great significance to improve the information-based teaching ability of rural primary school teachers.This paper mainly adopts literature research method and survey research method.It surveyed 357 teachers from fifteen primary schools in H County,Heilongjiang Province.The paper conducts an in-depth investigation of it from five dimensions.They are the attitude and awareness of ICT teaching,the basic knowledge of ICT teaching,the ability to collect and integrate ICT resources,the ability of ICT teaching design and implementation,and the ability of ICT teaching evaluation and reflection,and using interviews as an aid.From the survey,it is concluded that the common problems of rural primary school teachers’ ICT teaching: weak theoretical knowledge of ICT teaching,insufficient practical ability of ICT teaching,and different groups of ICT teaching levels vary greatly.In response to the above problems,this paper analyzes the influencing factors from four aspects: government,school management,information-based teaching training,and teachers themselves on the basis of sorting out literature,questionnaires,and interviews.And put forward targeted strategies and suggestions from the above four levels,that is,the government level: optimizing policies related to ICT teaching,strengthening the popularization of policies related to ICT teaching,and strengthening the implementation and supervision of policies related to ICT teaching;the school management level:strengthen the supply of information-based teaching resources,optimize the campus information-based environment,improve the teacher assessment and evaluation mechanism,effectively reduce the workload of teachers,and set up information-based teaching mutual aid groups;and ICT teaching and training level: meet the ICT teaching needs of various groups of teachers,expand the coverage of ICT teaching and training,select the content of ICT teaching and training,ensure the continuity of ICT teaching and training,optimize the time of ICT teaching and training,and establish ICT teaching,training tracking and feedback mechanism;at the teacher’s own level: establish a correct ICT teaching concept,pay attention to the learning of basic ICT knowledge,attach importance to teaching practice,promote the integration of disciplines,and establish teachers’ awareness of ICT teaching.