A Study On Online Learning Motivation Of Middle School Teachers In Changsha

Online learning is favored by teachers because it is not limited by time and space,easy to share resources and provide personalized learning,and it has become a hot way for middle school teachers to carry out continuing education and teachers'professional development.Online learning activities from Teachers' individual or group's initiative online learning developed to a special activities for teachers'professional development and training which organized by The education administrative departments or with institutions of higher learning or other institutions of higher learning.Although there are a number of domestic and foreign research on teachers' learning motivation and teachers' online learning,there is little research on the motivation of teachers'online learning,and more of them are mentioned as one of the factors that affect the online learning behavior of middle school teachers.The online learning motivation of middle school teachers affects the effect of online learning.The research on the motivation of teachers,especially the middle school teachers.is less.Based on the research results of the relevant literature and the current situation of Changsha middle school teachers' online learning,from the perspective of the theory of Teachers' Professional Development and Self-Determination Theory,investigated the current situation and characteristics of the online learning motivation of middle school teachers by using the self-designed questionnaire to investigate the teachers in four middle schools in Changsha.The study found that:the composition of online learning motivation structure of middle school teachers is mainly composed of emotional experience,external motivation,teachers' professional development and unmotivated;overall,the motivation of teachers' online learning is in the middle level,the professional development of teachers is the strongest motivation,external motivation is the weakest motivation;in the demographic variables,such as gender,age,seniority,family,education,rank,teaching grade and subject are significant differences on variables;and found that the movitaion of onling learning of new teachers are more inclined to pursue the occupation ability,and mature teachers'onling learning motivation is low,The motivation of expert teachers is to pursue deeper development.Finally,according to the current characteristics,Self-Determination Theory,Teachers' Professional Development Theory,put forward three suggestions:(1)to ensure teachers have enough time on online learning,and improve the utilization rate of the learning time;(2)pay attention to teachers' individual needs on online learning;(3)improve teachers' online learning autonomy.