Primary And Secondary School Teachers In The Distance Training Of Teachers In The Learning Attitude Of Study

With the development of teacher training and the increasing of training programs, traditional training forms don't meet needs of teacher training. Distance training of teachers has gradually been used in kinds of trainings. Well, how about teachers' learning attitude toward new form of training, and what about their learning condition. Based on the background that the Ministry of Education launched large scale distance training of in-service teachers, this study take primary and secondary school teachers who join distance training of educational technology as samples, and in this study web survey and interviews are used in order to find current situation of teachers'learning attitude in distance training of in-service teachers.The research tool is a questionnaire which is used to investigate learning attitude of primary and secondary school teachers toward distance training. The questionnaire is based on three dimensionalities (including cognitive level, experience of emotion, and tendency of behavior), and eight indexes are established based on these three dimensionalities. Firstly, the questionnaire is predicted, and the reliability and validity of the questionnaire are analyzed. Some topics of the questionnaire are modified according to pre-test results. The modified questionnaire has good validity and reliability. Then the questionnaire is distributed to 360 teachers from four different classes. Finally,322 teachers completed the questionnaire, with a response rate of 89.4%.According to the survey data, the condition and differences of primary and secondary school teachers'learning attitude are analyzed. The distribution of primary and secondary school teachers who participate in this distance training is analyzed descriptively; teachers'learning attitude are analyzed in three dimensions and eight indexes; the differences of teachers'learning attitude are analyzed by One-way ANOVA. According to statistical analysis, the conclusions are as follows:As primary and secondary school teachers participating in distance training, the level of their learning attitude is comparatively high. The cognitive level gets the highest scores, followed by behavioral tendencies, and emotional experience gets the lowest scores in the three dimensionalities of learning attitude. On the eight indexes of learning attitude, thirst for knowledge, behavior when completing homework, behavior of problem-solving are on the front rank, cognition of training's significance and understanding of the training's result are in the middle, learning initiative, emotional experience in training, behavior of resisting interference are at the bottom.Length of service, age, individuals with or without a computer, whether have free use of computers and networks, whether having other training experiences significantly affect the teachers' learning attitude toward distance training of in-service teacher; gender, level of computer operation, school type, educational background, school location, the time access to computer, the frequency of using information technology usually, whether have network training experience don't affect teachers'learning attitude significantly.Finally, according to the conclusions researcher gives advices to organizers and Instructors of teacher distance training, the education department, and teachers who participate in distance training of in-service teachers.