Primary And Secondary Teacher Education Network Resources, Building Research And Application Status

In recent decades, with the development of technology revolution and the advent of the information society, particularly the widespread of thinking of life-long education in the 1960s and 1970s, both of developed countries and developing countries are aware of the traditional pre-teacher Education has been unable to meet the future needs of society, thus, finding a cost-effective way of Teacher Education is imminent. Network education with characteristics like freedom of time and space, sharing resources, individual learning has already demonstrated its absolute superiority and become to be a new way of teaching and learning adapted to the new era. Due to the convenience of network, web-based teacher education not only brings teachers the latest research results of theory and practice in the shortest time, but its powerful communications capabilities provides a co-operation platform for teacher.Building network resources and the environment is an important prerequisite for web-based teacher education. Now, levels of network resources built for primary and secondary education are uneven. On the one hand, the existing resources can not meet the needs of teachers, on the other hand, the phenomena of unified and redundant construction of resources makes tremendous contrast between the amount and the efficiency of resources. In addition, there are many shortages the external environment for teachers of primary and secondary schools using teacher education network resources, the awareness of school leadership is not in place, the lack of hardware resources and the task of full-time personnel is not definitude, and so on. Plus, teachers' concept of network resources is also very conservative, so all of these affected the development and application of Teacher Education Network to a certain extent.In this article 21 Teacher Education Website has been selected, and analyzed in levels as content, interactive, level of cognitive and so on, then find the shortages of teacher education websites. For example, some plates don't deserve their name, real-time interactive is not high, independent study, and the low level of awareness of problems. The author provides a number of recommendations for construction of teacher education website in the future. That is, paying more attention to quality of resources; breaking the unification level of resources building to meet demands of all teachers; building opening-environment for learning and communication; using various forms to express resources and so on. At the same time, the author conducted a questionnaire survey and interviews with teachers in three schools of TengZhou. Through the analysis of the data derived from the primary and secondary school teachers we find factors that currently affect teacher using education network resources, including awareness of school leadership, building of soft, hardware resources in school, and full-time personnel, as well as teachers' concept of network resources. Response to these factors the author put forward the corresponding Countermeasures to promote the application of teacher education network resources. These include changing the leaderships' opinion, not only supporting teachers to use teacher education network resources with hardware, but also encourage teachers fundamentally, for example, organizing trainings to meet teachers' demands of different levels; solving teachers' difficulties with full-time staff, so as to make teachers accept and use teacher education network resources gradually.