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. And what is the content of most of our training? Please see, in various forms of training, the training materials distributed by teachers have striking similarities, such as entering the new curriculum, new curriculum standards, subject learning theory, subject teaching design theory, middle school students' mental health and psychological counseling, middle school education and teaching reform, and the application of modern information technology. There are almost no books on modern cultural knowledge and professional knowledge. And no matter what subjects are trained, most of them are the same content. Trainers believe that as long as teachers go through such training, update their concepts, master modern information technology initially, and return to school, they can comprehensively improve their teaching ability and taste, and they can "jump out of the sea" in classroom teaching. What is the truth? Teachers' professional knowledge and teaching ability have not been significantly improved. There is nothing commendable about classroom teaching except using some new ideas and technologies, playing some "posturing" and performing some "farce" and making some simple courseware to stimulate students' eyes. I'm thinking: What's the point of such training that is divorced from the reality of teachers' profession? We believe that teacher training should be combined with teachers' reality, strengthen pertinence and pay attention to effectiveness; It is absolutely impossible to build a car behind closed doors, blind people touch the elephant, shoot indiscriminately, engage in formality and go through the motions. As far as the reality of teachers is concerned, the most prominent problems are outdated knowledge, knowledge gap and serious lag in professional ability. Most of the teachers who are now teaching in the front line are middle-aged and elderly teachers who have graduated from college for 10 to 30 years, except for a few newly graduated college students. Most of these teachers are the backbone of the school. Because I have been studying hard at school for a long time, I have no time to learn and update my knowledge. Therefore, the level of cultural specialty mostly stays in the state when graduating from university, and we don't know much about modern new scientific knowledge, cultural knowledge and professional knowledge. I don't know much about the evolution of this discipline and a lot of new cultural information derived from it. Cultural knowledge and professional knowledge are seriously outdated and backward, and new knowledge is seriously broken. Therefore, in classroom teaching, teachers often seem to be in a hurry, stretched, unable to cope with students with flexible thinking and avant-garde cultural knowledge, and even make some jokes accidentally. I heard that such things are too numerous to mention. "Teacher, what do you think of Yu's prose fever?" "Didn't you say that Zhou Zuoren is a traitor scholar? Why did Zhou Zuoren's Selected Prose published by the National Press praise his prose, but did not say that he was a traitor scholar? " "What are the characteristics of the' new generation' writers in China? Why are they called' new generation'?" "Are all absurd writers absurd?" "How to distinguish between' EQ' and' IQ'?" "Are astrochemistry and marine chemistry completely different disciplines?" Faced with these interesting and challenging questions raised by students, even teachers with a long reputation are often embarrassed and speechless because of the lack of necessary accumulation in this area, either casually vague or "Wang Gu talks about him". No wonder we often hear some teachers sigh: "Nowadays, students are becoming more and more difficult to teach!" The lack of modern professional knowledge directly affects the improvement of teachers' professional ability to a great extent. Although teachers' professional ability is also restricted by factors such as teachers' professional education concept and educational technology, fundamentally speaking, the core of professional ability should be the carrying capacity of cultural knowledge and cultural ability. Even if a teacher has mastered advanced modern educational concepts and technologies, it is difficult to carry out high-quality scientific education and teaching activities without the strong support of rich cultural literacy and modern professional cultural knowledge. The author believes that this is not that students are difficult to teach, but that teachers' knowledge is too old, which has brought about a serious lag in teachers' professional ability. It can be seen that the renewal of professional knowledge and the improvement of professional ability have become the central link and important task of teacher training. We believe that teachers should be trained in the following aspects in updating their professional knowledge and improving their professional ability: (1) Teachers should fully understand the current situation, development direction and main problems of this subject in a broader cultural background; ⑵ Learn and master some major frontier research achievements in this discipline, and carefully study some representative works (works); (3) In this professional field, around some current frontier issues and focus issues, carry out some fruitful special research and subject research, and strive to produce some research results; (4) Focus on updating some outdated and obsolete viewpoints, concepts and knowledge in this discipline; 5. Continue to study the traditional classical theories of this discipline in depth and in detail, and enrich the professional theories and cultural literacy; [6] It is necessary to have a proper understanding of the development, frontier issues and latest research results of related disciplines. In the form of training, we should be flexible and pragmatic: adhere to the combination of centralized training and autonomous decentralized learning, combine learning knowledge theory with project research, track and evaluate teachers' learning process and learning effect, and persevere. Only in this way can teacher training be scientific and effective. Of course, we can't ignore the training of teachers in educational teaching theory and modern educational technology, because it is also a necessary accomplishment for teachers' professional quality improvement and professional growth. In teacher training, we advocate mastering modern theory and information technology, updating cultural knowledge and improving professional ability at the same time, focusing on updating knowledge and improving professional ability. Only in this way can teacher training achieve scientific development.