Research On Influence Factors Of Distance Training Effect Of Primary And Secondary School Teachers In Rural Areas Of Hebei Province Based On KANO Model

Teachers' training in distance learning not only can effectively solve the “study conflict”,but also promote the professional development of teachers.In 2015,the General Office of the State Council issued the “Village Teacher Support Program(2015-2020)” document clearly stipulating that it should actively use remote Teaching and other information technology tools promote the training of rural teachers.It can be seen that remote training has become an important form of rural teacher training.The remote training of teachers in primary and secondary schools in rural areas in Hebei Province is also in full swing.However,related surveys have shown that there is a gap between the remote training effect and the ideal effect of rural primary and secondary school teachers in Hebei Province.Therefore,it is necessary to remotely teach rural teachers in rural schools in Hebei Province.The impact factors of training effectiveness were studied in order to enhance the effect of remote training for rural primary and middle school teachers in Hebei Province.This study takes the remote training of all middle school teachers and kindergarten teachers in Hebei Province as the research object in 2017,and from the perspective of rural teachers participating in the project,it studies the influencing factors of rural primary and middle school teachers' remote training effects in Hebei Province.The study is mainly divided into three parts.The first part is the determination of evaluation indicators.After consulting the literature,we identified five levels of education,19 curriculum assessments,evaluation support,evaluation and evaluation,and 17 assessment indicators.37 in-depth interviews were evaluated,and analysis was based on R-type clustering analysis.The indicator optimization algorithm re-optimizes the revised measurement indicators and finally determines 28 measurement indicators.The second part is the research on the influencing factors of the remote training effect of rural primary and middle school teachers in Hebei Province.The KANO model was used to design the questionnaire and KANO's 2D quality model was used to determine the influencing factors of the initial classification of charm factors,expected factors,essential factors,indifferent factors,and reverse factors.Then the Hebei Province was identified by the Better-Worse coefficient calculation.The Final Classification of the Factors Influencing the Effect of Remote Training for Primary and Secondary School Teachers in Rural Areas.The third part proposes improvement strategies.According to the influencing factors in the second part,targeted improvement strategies are proposed to improve the satisfaction of distance teacher training in rural primary and middle schools in Hebei province,so as to enhance the effect of remote training for rural primary and middle school teachers in Hebei province.Through the study,there are four necessary factors such as the expert's practical experience and the timely update of curriculum resources,nine theoretical factors of the expert's theoretical foundation,and the case assessment course,and seven attractive factors such as the frontline teacher and the design of the training platform.This study aims to provide corresponding improvement strategies for different influencing factors,and provides reference for remote training of rural primary and middle school teachers in Hebei Province,so as to ultimately achieve the purpose of improving the remote training quality of rural teachers in Hebei Province.