Research On The Classroom Terching Practice Oriented Hybied Training Mode

Training mode as an important part and the core of the project, includes the training target, training concept, training content, training methods and evaluation, etc. It plays a crucial role to the effect of training and professional development of teachers. Along with development of Information Technology and the universalization as well as expansion of teacher training, shortcomings of traditional face-to-face training and single network training gradually reveal. The hybrid training mode which integrates various advantage has become the main approach of teacher training in our country at present stage. But the Educational Informatization brought problems to the previous knowledge oriented hybrid training like ill organized training system, training content out of teaching practice, ignorance of subject differences, unicity of training method, etc. Faced with this reality, how to innovate the mode of teachers training, improve the effect of primary and secondary schools’ teachers training, promoting teachers’ professional development have also become the challenges we face.The study analyzed the new requirements that current Educational Informatization gave to teachers, the disadvantages of the former hybrid training mode. Based on the analysis, the concepts of hybrid training and the connotation of the classroom teaching practice oriented hybrid training mode have been defined.First of all, the study uses hybrid learning theory and teachers learning theory as the theoretical basis, analyzes the current situation of the home and abroad hybrid training mode and information technology application ability. It also summarizes the research field of information technology application ability.Secondly, through the analysis of the training mode of Chinese primary and secondary school teachers, the study understands the advantages and disadvantages of the previous training mode. It can provides a guidance for classroom teaching practice oriented hybrid training mode.Thirdly, relying on "Primary and Secondary School Teachers’Information Technology Application Ability Promotion Project in Zhejiang" (abbr. "Ability Promotion Project in Zhejiang"), through the understanding of teachers’ informational technology application ability level and the attitude and demand of classroom teaching practice oriented hybrid training mode, combined with the principle of hybrid training mode, constructs a classroom teaching practice oriented hybrid training mode, designs the specific operating procedures of the training mode, and analyze its advantages.Then, the study practices and tests the classroom teaching practice oriented hybrid training mode. It used "Excellent teacher network" of Zhejiang Normal University Continuing Institute as the platform, and used the teachers of Jinhua Binhong Primary School who took part in the "Ability Promotion Project in Zhejiang" as training object to start training. After the training, the study used the training results, training effectiveness, rationality of training mode and satisfaction to verify the validity of the classroom teaching practice oriented hybrid training mode.Finally, the study expounds the conclusions, innovations and deficiencies of the research, and put forward some prospects for the research.