The Research Of Distance Training Model For The Rural Primary And Secondary School Backbone Teachers

Since 2009 "the national training plan" carried out across the country, it has trained tens of thousands of backbone teachers of primary and secondary schools. Remote training is an important part of "the national training plan", and the wide coverage, low cost and high output are the characteristics of the remote training which play an irreplaceable role for rural teacher’s professional development. So far, there is not so much research on the remote training model of national training plan. For that, the author explores the scientific remote training model for rural primary and middle school backbone teachers, by the study of "building remote training model in Heilongjiang province ",which improves the quality of the remote training in a greater extent.This writing mainly uses the methods of literature investigation, questionnaire investigation, interview, statistics, Delphi method and other research methods. First of all, the author focuses on the present conditions of the remote training mode of domestic and foreign, teasing the theory of lifelong education, adult education theory, theory of teacher professional development, remote education. According to the relevant information, the writer designs the interview outline and questionnaire to 750 rural primary and middle school backbone teachers in the remote training of national training plan in our province in 2013 for study.The paper discusses deeply into the current situation of the remote training program in our province, and summarizes its characteristics, the achievements and the deficiencies, according to research results, combined with the successful experience of other teachers of distance training mode at home and abroad, construct the teacher distance training model conforms our province and scientific, on the basis of the Delphi expert consultationmigration type hybrid training mode. The smooth implementation of the model need the nation, provincial training department, the department of education, training schools and the teachers joint efforts. At the same time, relevant education policy makers in the province, the researchers of theory in colleges and universities, training program and the participation who have practical experience have carried on the preliminary evaluation from different perspectives. Finally, the author put forward the corresponding countermeasures based on the problems existing in the remote training of national training plan in our province, and summarizes the research conclusion and limitations.