In order to improve the educational technology ability of primary and secondary school teachers in China and promote the development of teachers' professional ability.

First, the theoretical basis of teacher training

1, the theory of lifelong education

A century-long plan, education-oriented; Teachers are the foundation of education. The lifelong education of primary and secondary school teachers is the guarantee to promote teachers' professional development. 2 1 century is the era of knowledge economy, with a large number of new knowledge, new things, new energy and new industries emerging, the industrial structure constantly adjusting, the economy's dependence on knowledge becoming more and more obvious, and the competitive society has higher and higher requirements for people's quality. 1994 and 1997 held two international conferences on lifelong learning, emphasizing that "lifelong learning is the survival concept of human beings in the 2 1 century" and raising it to the level of "survival concept" and "lifestyle".

2. Put forward the concept of "teacher education"

Whether it is "teacher training" or "teacher education" is still controversial. Comparatively speaking, it is more common that countries all over the world tend to "teacher education".

1966, UNESCO put forward in the Proposal on the Status of Teachers that teachers should be regarded as a specialized profession. It is considered as "a public utility, which requires teachers to undergo strict training and continuous exploration in order to acquire and maintain professional knowledge and skills". Teachers, as professionals, have to go through the process of professional development from immaturity to maturity. A teacher who goes to work, although he has received pre-service education and training and obtained a teacher qualification certificate, does not mean that he has become a mature professional. In-service teachers should develop their professional level through continuous study and practice.

The United States launched a "teacher professionalization movement" in the 1970s and 1980s, which replaced the original normal education with teacher education and trained professional talents. Japan began to use the concept of "normal education" in 1972. Teacher education advocates the connection between pre-service training and post-service training of teachers; Emphasize the cultivation of theoretical and practical ability of education specialty; To promote the improvement of teachers' professional level as the goal. Teacher education has broken the compartmentalization and realized the integration of training system. The integrated teacher training system has two meanings: first, the training objectives, curriculum system and training methods of teachers' pre-service training, in-service improvement and continuing education are continuous and cohesive; Second, it refers to the participation of normal colleges, primary and secondary schools and teachers' continuing education institutions in the process of teacher training. Integrated teacher training mode is the need for teachers' growth, maturity and the formation of modern educational concepts. Optimizing teachers' training resources is a reasonable choice, a common choice of teacher training mode in developed countries, and also provides valuable experience for the research of teacher education, teacher training and school-based training in China.

China has a history of teacher education of more than 100 years, but the concept of "teacher education" was put forward and used at the beginning of 2 1 century, that is, the Decision of the State Council on the Reform and Development of Basic Education in 200 1 year put forward that "improving existing normal universities as the main body, This is the first time to use the concept of "teacher education" in China's education policy. In 2002, the Ministry of Education gave a relatively complete interpretation of "teacher education" in the Opinions on the Reform and Development of Teacher Education during the Tenth Five-Year Plan: "Teacher education is a general term for pre-service training, in-service education and in-service training for teachers under the guidance of lifelong education according to different stages of teachers' professional development. It also puts forward the concept of teachers' professional development, which is an inevitable trend since the rise of the global teachers' professional movement in the 1960s and the strict teachers' professional movement in China in the 1990s.

Two. For a long time, primary and secondary school teachers in China have low social status and are not valued. Although there are many reasons, teachers' specialization level is low, and teachers are not regarded as professionals like doctors, lawyers and engineers (as long as they graduate from high school, they can teach primary schools or even junior high schools, in other words, they can be teachers as long as they have a certain level of education; There is no requirement for teachers' professional skills, which is the most fundamental reason for teachers' low social status. It can be seen that to change this situation, we must first improve the professional level of teachers; The key to improve teachers' professional level is to improve their ability to apply educational technology-this is because the core content of educational technology ability is teaching design, and teaching design is a bridge science that closely combines teaching theory, learning theory and teaching practice; It should scientifically and concretely plan the whole teaching process, teaching activities and teaching steps according to teaching theory and learning theory. It is necessary to provide a set of effective and operable strategies and methods for teachers. This shows that the ability of educational technology is a must for teachers in any subject (including literature, science, medicine and agriculture), and it is also a must for every teacher in universities, middle schools and primary schools, that is, the teaching ability (equivalent to the ability of doctors to treat diseases and the ability of lawyers to help people with lawsuits). The Standard of Educational Technology Ability of Primary and Secondary School Teachers puts forward normative requirements for their professional skills from the perspective of "how to teach", and the purpose of implementing the National Project of Building Educational Technology Ability of Primary and Secondary School Teachers (the core of this project is the training of educational technology ability) is to ensure that this requirement can be truly implemented-let every primary and secondary school teacher have this professional skill. If you can't meet this requirement and don't have the necessary educational technology ability, even if you have a college diploma, you are not qualified to be a teacher. Thus, the implementation of the "National Primary and Secondary School Teachers' Educational Technology Capacity Building Project", especially the implementation of this round of national and compulsory educational technology capacity training projects involving tens of millions of primary and secondary school teachers, will play an important role in the professional capacity building of teachers in China.