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Based On The Training Transfer Theory Of Rural Teachers In The After Training Support Services Design Service Research

Posted on:2015-03-26Degree:MasterType:Thesis
Country:ChinaCandidate:X YangFull Text:PDF
GTID:2267330428966534Subject:Education Technology
Abstract/Summary:PDF Full Text Request
In order to speed up the implementation process of education information, school teachersacross the country achieve the ability of educational technology standards, carry out variousability to the training in educational technology, to achieve educational information. However,participating in the survey work for National Education Science Plan "Eleventh Five-Year" keyissues was discovery the rural teachers who joined the educational technology training did notsignificantly improve the educational level of technical competence, even after attending,manyteachers think that there is no need to raise the ability level, because they have participated ineducational technology and the ability level, training becomes "one-shot deal". For thismisunderstanding, affecting the teachers’ training motivation to continue learning after theimpact of training transfer occurs. Migration is training the trainees who are after training in theteaching process of continuous teaching practice through training to acquire knowledge, improvework effects. For this reason, I propose to begin the design research for rural teacher training latesupport services, in order to establish standard, to improve post-service system, to strengthen thetraining effectiveness, to improve the education information level from the root.This study is based on empirical research, teacher training through interviews to understandthe migration situation, grasp the actual needs teacher development, design and implementationof post-training support services. The study includes four phases: First, through the earlierinvolvement questionnaires, understanding helpfully the status quo which is about theinformation level of rural teachers’ education, researching study questions, and basing ontraining the migration theory, learning the theory of support services, Maslow’s hierarchy, etc,determining research content. Second, studying empirically and mastering the migration of therural teachers’ training through the interviews. Implement training on the spot in Yingkou City,Liaoning Province, interviewing the rural teachers which join the training. Analyzing thecharacteristics of the rural teachers and their experiences, mastering practical necessity of thecountryside primary school teachers who finished training. Third, Teacher Training designed tomeet the practical training post-migration support services processes, content andimplementation approaches, implementation cycle and frequency. Last, implementation services,testing and evaluation, after the end of the service I attended the interview on track interviewswith teachers, the training of post-implementation support services and summary feedback effects.After the study, the paper post-training support services designed to regulate. Supportrigorous post-process specifications, operational; Four levels (ABCD grade) according toMaslow’s hierarchy of needs theory of design services is much more detailed and specific,implemented and strong; Teachers actually fit in different areas, to meet the different needs ofways to implement effectively facilitate effective; Developed and implemented a reasonableperiod, and frequency, fully integrated with the specific circumstances of the trainingimplemented for execution. Carry out the first phase of post-training support services in YingkouCity, for services designed for implementation testing. Standardized training services to supportthe latter mechanism is operable service guide, so after training teachers still be able to continueto learn and improve the educational technology ability level, and ultimately migrate effectivelyimprove the level of training.
Keywords/Search Tags:Teacher Training, Education Technology Capabilityes, Training Migration, Post-Support Services
PDF Full Text Request
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