The Design And Implementation Of Teachers’ Blended Training Curriculum

Since twenty-first Century, the rapid development of education informationization to promote the work of teacher training in China has made great progress. "National training program" and "educational technology training" and other teacher training programs not only achieved good training results, but also further expand the training work, training efforts are gradually strengthened. But, our teacher training still exist some problems such as the pertinence of training content is not strong, the training method is too simple, the disconnection between theory and practice, the disconnection between study and application. Therefore, in order to solve these problems during the training, we attempted to innovate a model for teachers’ blended training of school-based research as the foundation, the network traning as support through the design on curriculum, we hope this model can improve teachers’ training quality and promote teachers’professional development. Based on the above ideas, we take the "the design and implementation on curriculum oriented teachers’ blended training" as the research topic, and we do some research work as follow: Through the systematic study of a large number of domestic and foreign literatures, we scientifically and accurately summarized the blended learning theory, the taxonomy of educational objectives, the adult learning theory and other related knowledge, we also comprehensively and thoroughly analyzed of the research status of blended training and blended course, and concluded the basic elements of teachers’blended training course. By thoroughly analyzing the learner, the training objectives and the training content of blended training, so that we can lay the foundation for the study of the design and implementation on blended training course. Through a questionnaire analysis of the teachers’ needs of blended training courses, we arrived the teachers’ need difference for the activities, resources and evaluation of online or offline training; by using the Bloom’s taxonomy of educational objectives, we provided the classification methond of the blended training objectives; according to the the characteristics of the blended training of network training and school-based training integration, we put forward the selection principles and present forms of the blended training content.On the basis of the preliminary analysis, this paper proposed the design method and implementation plan of blended training course. Firstly, with the supporting role of online course on school-based research, we concluded the characteristics and functions of online course, and we provided the key content and strategy of the design on online course. Secondly, we concluded the thought and method of the design on school-based research activity from the study of four aspects:the choice and determination of school-based research activity; the core elements of school-based research activity; the implementation plan of school-based research activity; the operation procedure of typical school-based research activities. And then proposed the operation strategy of effective production and utilization of school-based training resources from the three aspects:flexible design, guide generation and efficient utilization. Thirdly, on the basis of analysis of the blended training evaluation principles, we presented a suggested solution of the blended training evaluation. Finally, on the basis of the design on online course and school-based course, and combined with the different attributes teachers’need difference for the activities, resources and evaluation of online or offline training from the preliminary investigation and analysis, we proposed the implementation strategy of blended training.According to the previous research results, we rely on the "management promotion of teacher’s ICT competency in primary and secondary schools" in Zhejiang province, to designed and implemented a case of blended training course. At last we verified effectiveness of the course implementation though the students’ satisfaction analysis and learning effect analysis, and we made further improvement for the problems existing in the course implementation.The innovation of this paper is that:the design thought of school-based research in accordance with the characteristics of teachers’work process; the school-based research centers on classroom practice integrate with network training is effective.