I. Guiding ideology
Guided by the spirit of the Third Plenary Session of the 18th CPC Central Committee and the National Conference on Teachers' Work, we will thoroughly implement the spirit of the National Video Conference on Education Informatization, the Fourth Plenary Session of the 11th Provincial Party Committee, and the requirements of the Ten-year Development Plan of Education Informatization (20 1 1-2020) issued by the Ministry of Education and the Provincial Department of Education, and improve the quality of teachers in the province by organizing and implementing a new round of training on improving the application ability of information technology in primary and secondary schools.
Second, the basic principles
(1) Serve teachers and make overall plans. Adhere to the purpose of serving the majority of primary and secondary school teachers in the province. Under the unified requirements and guidance of the Ministry of Education, the provincial education department will make overall plans, and the education administrative departments at all levels and schools will organize and implement the project to improve the information technology application ability of primary and secondary school teachers (including kindergartens) in the province.
(two) according to the training needs, pay attention to practical results. Fully combine the reality of education and teaching in our province, especially teachers' information technology, follow the law of teachers' professional growth, the law of teachers' information technology application ability improvement and the law of teachers' demand, design training programs, and organize the implementation of teachers' information technology application ability improvement projects.
(3) Application-oriented, apply what you have learned. Guided by the improvement of teachers' information technology application ability and centered on promoting education and teaching reform through the improvement of information technology ability, we will improve the ability of primary and secondary school teachers in the province to use the information technology theory and knowledge they have learned to guide practice, solve problems and improve teaching level.
(4) Evaluation-driven and active innovation. Adhere to administrative overall planning and social participation, give full play to the decisive guiding role of the market, promote the separation of project implementation management and evaluation, introduce social resources, boldly explore and actively innovate, and carry out reform and innovation throughout the whole process of project implementation. By organizing teachers to carry out full-time evaluation of information technology application ability, we can promote learning by evaluation and use by evaluation, and establish a mechanism of training, evaluation and application interaction and mutual promotion to realize the unity of quantity and quality, scale and benefit.
Third, the overall goal
Under the overall guidance of the Ministry of Education, according to the standard system of teachers' information technology application ability of the Ministry of Education, starting from 20 14, and following the principle of "easy first, difficult later, backbone first, step by step", the information technology application ability of teachers in the province will be improved year by year and at different levels to 20 17, and the information technology application ability of teachers in the province will be improved and trained. Carry out the evaluation of information technology application ability, establish a mechanism for teachers to actively apply information technology, stimulate teachers' continuous learning motivation, promote each teacher to effectively apply information technology in classroom teaching and daily work, promote new breakthroughs in the integration of information technology and education and teaching, and improve the application ability and level of educational information technology for primary and secondary school teachers in the province.
Four. primary mission
(a) the implementation of teacher information technology application ability training for all employees.
1. Determine the training objectives. The training targets are teachers of primary and secondary schools (including kindergartens) in the province. Teachers who reached retirement age 20 17 years ago volunteered to participate in the training, and teachers who participated in the "National Training Plan" distance training program 20 13 years ago and chose the topic of improving information technology ability were not allowed to participate in the training. Focus on strengthening the training of full-time and part-time trainers at all levels, principals of primary and secondary schools, teaching and research personnel and other backbone teams as well as rural teachers.
2. Coordinate the training plan. In accordance with the requirements of the Ministry of Education, fully integrate the training programs related to information technology application ability and play a leading role in demonstration. Promote the integration of projects such as "Intel Future Education", "Microsoft Join Hands to Help Students", "Le High-tech Education Innovative Talents Training Plan" and "China Mobile Primary and Secondary School Teachers' IT Ability Training" with the teacher training resources in this province, design training projects, improve the application ability of information technology by means of short-term concentration, long-distance network and skill competition, especially make full use of modern network information technology to provide curriculum resources, train backbone trainers and build training platforms to expand their quality.
3. Innovative training methods. According to the characteristics of teachers' learning in the information technology environment, the online training community is effectively used to carry out mixed training combining online training with on-site practice; It is necessary to strengthen the link of situational experience, ensure the effectiveness of practice, and make teachers learn, practice, use and improve; Establish a real-time monitoring mechanism of learning effect to ensure the training quality. Adhere to the bottom, actively promote the integration of network research and school-based research training, and establish a school-based normalization training mechanism. The implementation of mobile learning provides strong support for teachers to use mobile terminals such as mobile phones and tablet computers for convenient and effective learning. Take "sending teachers to the countryside" and "sending training to the door" to provide targeted training for rural teachers who do not have network conditions. Improve the management system of school-based research in primary and secondary schools to ensure the quality of research.
4. Strengthen training requirements. Education administrative departments at all levels should incorporate information technology application ability training into the compulsory hours (credits) of continuing education for teachers and principals. In principle, the number of trainees per year is not less than 20% of the total number of primary and secondary school teachers in the region, the number of training hours for teachers to improve the application ability of information technology is not less than 50 hours every five years, and the number of tasks planned for each city (state) is 20 14-20 17 years (see Annex 2). The Provincial Department of Education plans to formulate an annual training plan, introduce a bidding mechanism, and select qualified institutions inside and outside the province to undertake the training tasks and evaluation work of the year. Try out the credit management of teacher training, carry out the credit identification of information technology application ability training, promote the application of credits, and stimulate the motivation of teachers to participate in training. Cities (states) and counties (autonomous regions, municipalities and special zones) should set up a service platform for selecting teachers through special training and special teaching and research, and organize the training of all teachers in the region. For teachers who have not participated in the training or have insufficient training hours and failed the assessment, corresponding punishment measures should be formulated in combination with the professional growth, excellent evaluation and special evaluation of teachers with professional titles to urge teachers to participate in the training. All levels should improve the special training system and do a good job in the organic connection with the training related to the educational technology capacity building plan for primary and secondary school teachers.
5. Improve the effectiveness of training. Training institutions around the country should establish national and local, public and private, common and characteristic, universal and high-quality resource service platforms, gather training course resources and training service information around the country, closely integrate the application ability of information technology with subject knowledge, education and teaching practice and teachers' professional growth, establish a high-quality resource selection mechanism, promote resource trading and exchange, and improve the effectiveness and pertinence of training content. We will process and upgrade high-quality resources with strong versatility, establish a large-scale open online course platform based on the Internet, explore the construction of online course resources such as large-scale open online courses for teacher training, introduce and develop high-quality resources through cooperative projects, and establish a high-quality course resource base. All localities should focus on the construction of typical case resources, support the cooperation between primary and secondary schools, universities and teacher training institutions, process generative resources, develop micro-curriculum resources, and meet the individualized learning needs of teachers. Make full use of existing platforms to gather local resources and realize interconnection with national platforms. Primary and secondary schools should take the cultivation of information technology application ability as an important part of school-based research, organically combine teaching and research with training, and help teachers solve practical problems and promote the combination of learning and application through on-site diagnosis and classroom observation and research.
(two) to carry out the evaluation of teachers' information technology application ability.
According to the "Evaluation Guide for Teachers' Information Technology Application Ability" issued by the Ministry of Education, the Provincial Department of Education has developed an evaluation tool suitable for our province, established a network evaluation system, and organized a full evaluation of teachers' information technology application ability in primary and secondary schools in the province to provide convenient and effective evaluation services for teachers. The evaluation mainly adopts teachers' online self-test, and carries out situational evaluation through cases to promote learning and application. Teaching points and village-level primary schools that do not have internet access conditions can be evaluated in other ways according to the actual situation. All localities should timely adjust the implementation plan of upgrading project according to the evaluation data to ensure that all teachers' application ability is improved. Training institutions should formulate and improve training plans according to the evaluation data to ensure the pertinence and effectiveness of training. Primary and secondary schools should analyze the evaluation data, find out the shortcomings and carry out school-based training in a targeted manner. According to the evaluation results, teachers should make clear their own shortcomings, check and fill gaps, and choose courses reasonably.
(C) to promote the application of teachers' information technology in daily teaching activities
All localities should regard teachers' information technology application ability as a necessary condition for teachers' qualification identification, regular qualification registration, job (professional title) evaluation and reward, and incorporate it into the index system of primary and secondary school running level evaluation and principal evaluation. Primary and secondary schools should incorporate the application effect of information technology into the teacher performance appraisal index system, and promote teachers to actively apply information technology for education and teaching. Education administrative departments at all levels should organize and carry out activities such as teacher information technology application demonstration course selection, teaching skill competition and excellent lesson collection in a timely manner, fully tap and popularize the application results, and form a good application atmosphere. Conditional regions and schools will explore the establishment of experimental areas for information technology application innovation, demonstration network training communities and demonstration schools, and promote comprehensive innovation in information technology application.
Verb (abbreviation for verb) protection
(1) organization guarantee. Under the guidance of the Ministry of Education, the Provincial Department of Education is responsible for the organization and management of the implementation of the upgrading project in Guizhou Province, and established a leading group for the implementation of the upgrading project for primary and secondary school teachers in Guizhou Province (see annex 1). The leading group has an office and an executive agency (located in the Provincial Radio and Television University) in the teacher's office of the Provincial Department of Education, which is responsible for the specific work of organization and management. Set up an expert committee to be responsible for research, guidance and evaluation. The leading group is responsible for organizing bidding, management and related coordination, establishing an information management platform and implementing refined management. The education administrative departments of cities (states) and counties (cities, districts and special zones) should set up corresponding institutions, arrange special personnel to be responsible for the organization and management of the "upgrading project" in their own areas, combine the implementation of the "upgrading project" with the implementation of the "9+3" plan of the provincial party committee and government on education reform and development, and fully integrate the resources of teacher training, teaching research, audio-visual education and scientific research. The headmaster of primary and secondary schools is the first responsible person in our school to implement the promotion project. We should improve the system, perfect the mechanism and integrate resources to lay a solid foundation for the improvement of teachers' information technology application ability.
(2) Financial guarantee. Provincial arrangements for special funds to support the construction of management platforms, special training, resource development and capacity evaluation. Included in the "national training plan" special funds for rural teachers' information technology application ability training. The education administrative departments at the city (state) and county (district, city and special zone) levels should arrange special funds to support the training of local teachers, increase the hardware input of teachers' information technology application ability, and provide basic guarantee for teachers to use modern information technology. Primary and secondary schools should arrange funds in the school public funds to create good conditions for their teachers to learn and apply information technology.
(3) institutional guarantee. All levels should improve the management system and mechanism, formulate management measures and introduce relevant supporting policies. Under the guidance of the Provincial Department of Education, develop and use evaluation tools, formulate and improve evaluation methods, and carry out evaluation of teachers' information technology application ability. It is necessary to give full play to the role of social training evaluation institutions and mature technologies, fully authorize training institutions to strengthen cooperation with national platforms and educational administrative departments at all levels, and integrate other high-quality resources. It is necessary to establish and improve the incentive mechanism for teachers to actively apply information technology and promote teachers to improve the level of educational information technology in their daily education and teaching activities.
(4) Supervision and guarantee. The Ministry of Education will dynamically monitor local work through the information management platform and regularly report the monitoring results. Evaluate separately to ensure the training quality and evaluation effect. The Provincial Department of Education will do a good job in the supervision and evaluation of the implementation of the upgrading project by means of expert evaluation, network evaluation and third-party evaluation. Incorporate the implementation of the information technology application ability improvement project of primary and secondary school teachers in the province into the supervision and evaluation of the "9+3" education plan and the evaluation and acceptance of the continuing education project of primary and secondary school teachers. City (state), county (city, district, SAR) education administrative departments should focus on strengthening the supervision and evaluation of promoting the application of information technology in primary and secondary schools.