Primary And Secondary Teacher Education Technical Skills Training Migrate Empirical Study

Training on educational technology ability for elementary and middle schools teachers, is an important measure to promote curriculum reform of basic education, and accelerate educational informatization, and also is an major way to advance professional development of teachers, again, as a whole, is one of the most important ways, in China, in order to adapt to the social development and education reform, and the implementation of the need of a system engineering. The ultimate goal of training is to improve the training of teachers'education technical ability. However, actually according to the survey, the partial teachers, after getting the training certificate book, still return to the old method, having no will to applied knowledge and skills, etc. which is learned during training, to teaching practice and improve their own instruction. Hence it cannot really reach the purpose of training, caused the training waste of resources in a certain extent. The reason of such circumstance mainly because the problems during the process of training transfer. The teachers do not transfer the content learned fully and exactly. Therefore, the study of factors affecting the training transfer on educational technology ability, for improving the effect of training transfer, is a very realistic topic.This research mainly adopts empirical method, analysising the factors affecting training transfer, based on the conclusion, to promote training transfer, to improve training effect, proposing relevant countermeasures. Countermeasures mainly include three stages:the first stage-the model's construction of affecting factors stage. Through the reading of correlative literature, and the controlling of the research status and relevant theories of domestic and oversea training and migration, and factors affecting the training transfer, combining our primary and middle school teacher's training of educational technology ability, construct the model. The second stage is empirical analysis stage. According to this model, compile items of training transfer behavior and the scale of affecting training transfer factors. After testing the reliability, forming a formal questionnaire, and release in Yulin, Ankang, Hancheng Analysis the questionnaire of "training transfer behaviour" and the seven factors affecting it:transfer motivation, evaluation of training, post-service of training, ganizational support, managerial support, job support, organizational culture, and the come to a corresponding conclusion. The third stage—the stage of puting forwards the tactics. According to the conclusion of the research, learning achievements can be provided for improving the effect of teachers'technical ability in primary and secondary schools, which considers from many aspects such as the transfer motive of trainee, training organization's back-stage service, the pertinence of training content, and the establishment of transfer environment. Meanwhile, that also puts forward the countermeasures which are in order to promoting the training transfer of educational and technical ability of teachers in primary and secondary schools.The main conclusion of the empirical analysis stage in this research:It is basically qualified for the effect of training migration about the 231 teachers who were surveyed. Although they can apply the learning to teaching practice in a certain level, it exists a certain disparity between the ideal expectations and the reality. Among the seven factors, transfer motivation got a high score, which shows teachers are in common with a strong motivation in migration process. On the contrary, post-service of training afforded a low mark, which shows that the teachers trained are not satisfied with the service provided by the training organization. Particularly, when teachers had to face the problems in applications, the organization didn't give the Corresponding guidelines. In seven in the influential factors, "the training content evaluation" and "training transfer behavior" have the maximum correlation, which demonstrate training content's validity and practicality, and they have the biggest influence in training transfer behavior. We should focus on then in the after training. Six other factors and "training the migration behavior" also exist certain correlation,. Seven factors among also exist certain relationship; especially "transfer motivation "and" evaluation of training" Through the above, an empirical analysis shows that training the transfer behavior's implementation is done according to all the seven factors' influence; therefore, the role of each factor can not be allowed to ignore.