With the rapid progress of civilization, the rapid development of science and culture and the deepening of new curriculum reform, modern education has put forward higher and higher requirements for teachers' professional development. How to update teachers' educational concepts and knowledge, enrich teachers' professional quality and improve teachers' professional ability, so as to promote teachers' professional development to meet the requirements of modern education development, has become an urgent problem for education authorities at all levels and grass-roots schools. As a result, various forms of teacher training activities have been carried out enthusiastically, such as four-year teacher training at provincial and municipal levels, training of academic leaders and backbone teachers at different levels, general training, new curriculum training, new textbook training, school-based training and so on; In addition, various forms of short-term training courses are also in full swing. However, what is the effect of such training? Most of them are not satisfactory. As a teacher said, "This kind of training is different-it takes time and effort, but it has little effect!" " We believe that there are many reasons for this result, one of which is to attach importance to theory and technology and neglect the cultivation of knowledge and ability. As we all know, teachers' professional development should mainly include cultural literacy, ability literacy, theoretical literacy and educational technology literacy. Although these four aspects are intertwined, infiltrated, interdependent and inseparable, we believe that the most important thing is cultural literacy and ability literacy, followed by theoretical literacy and educational technology literacy, because cultural literacy and ability literacy are the basic qualities and basic qualities that a teacher must have to carry out high-quality education and teaching activities. It can best reflect the depth and breadth of teachers' cultural education and determine the scientific and creative level of teachers' educational and teaching activities and scientific research activities. This is the basis for a teacher to be a "teacher". Without this premise, even if a teacher has mastered advanced educational concepts and skilled educational technology, it will be a tree without roots, water without sources and meaningless. With the rapid progress of civilization, the rapid development of science and culture and the deepening of new curriculum reform, modern education has put forward higher and higher requirements for teachers' professional development. How to update teachers' educational concepts and knowledge, enrich teachers' professional quality and improve teachers' professional ability, so as to promote teachers' professional development to meet the requirements of modern education development, has become an urgent problem for education authorities at all levels and grass-roots schools. As a result, various forms of teacher training activities have been carried out enthusiastically, such as four-year teacher training at provincial and municipal levels, training of academic leaders and backbone teachers at different levels, general training, new curriculum training, new textbook training, school-based training and so on; In addition, various forms of short-term training courses are also in full swing. However, what is the effect of such training? Most of them are not satisfactory. As a teacher said, "This kind of training is different-it takes time and effort, but it has little effect!" " We believe that there are many reasons for this result, one of which is to attach importance to theory and technology and neglect the cultivation of knowledge and ability. As we all know, teachers' professional development should mainly include cultural literacy, ability literacy, theoretical literacy and educational technology literacy. Although these four aspects are intertwined, infiltrated, interdependent and inseparable, we believe that the most important thing is cultural literacy and ability literacy, followed by theoretical literacy and educational technology literacy, because cultural literacy and ability literacy are the basic qualities and basic qualities that a teacher must have to carry out high-quality education and teaching activities. It can best reflect the depth and breadth of teachers' cultural education and determine the scientific and creative level of teachers' educational and teaching activities and scientific research activities. This is the basis for a teacher to be a "teacher". Without this premise, even if a teacher has mastered advanced educational concepts and skilled educational technology, it will be a tree without roots, water without sources and meaningless.