A Study Of The Curriculum Setting Of Distance Training Courses For Primary And Secondary School Teachers

Since 2010,the Ministry of Education and the Ministry of Finance have implemented a "National Training Program",designed to improve the quality of primary and middle school teachers,especially rural primary and secondary school teachers.Among them,the use of a web platform to develop remote teacher training for rural teachers in the Midwest is an important form of this project,and it is also a key content.Distance training courses are the main target for learners(primary and secondary school teachers)for distance learning.The quality of the courses determines the quality of teachers' distance training.Therefore,paying attention to course setting and improving the quality of course settings is to promote remote training for primary and secondary school teachers.It is also the important way.Since the launch of "National Training",we have carried out research on rural primary and middle school teachers' distance learning related topics and participated in the implementation of "National Training"in Ningxia.From the previous related research,the distance training curriculum for primary and secondary school teachers has indeed played a positive role.However,with the deep development of"National Training",the setting of distance training courses for teachers has not been able to keep up with the needs of teachers and related requirements.There are problems with unreasonable curriculum setting,low quality,etc.,and there is an urgent need for specialized research on curriculum setting.This study takes the "National Training" remote project in Y District,Yinchuan City,Ningxia as an example,adopts literature research,investigation and research methods,and studies the problem of distance training courses for primary and secondary school teachers from both theoretical and current levels.It is expected that the research results will be correct.Primary and secondary school teachers,especially Ningxia teachers in primary and secondary schools,have long-distance training courses and improve the distance learning quality of teachers.Theoretical level.First of all,through literature research methods,we have combed the current research status at home and abroad,and reviewed related theoretical documents such as curriculum research,online course research,distance learning for primary and middle school teachers,adult learning,etc.,making this study based on a solid theoretical foundation..Based on these theoretical analyses,this study first defined the theoretical connotations of distance training courses for middle and primary school teachers and their curriculum settings.That is,the setting of distance training courses for primary and secondary school teachers is based on certain standards and principles,and is based on distance learning courses for primary and secondary school teachers.The process of comprehensive arrangement and planning of major elements(course objectives,curriculum content,curriculum structure,and course feedback),combined with the characteristics of the "National Training Program"curriculum standards(for trial implementation)and the characteristics of teacher learning and distance learning,setting course objectives The basic connotations of curriculum content setting,course structure setting and course feedback were discussed in detail.Status level.Based on the theoretical definition,this study designed a questionnaire and conducted a reliability and validity test of the questionnaire.The investigation and study on the status quo of remote training courses for primary and secondary school teachers was conducted in Y District,Yinchuan City,Ningxia.Analyzes and summarizes the experience,problems,and causes of distance training courses for teachers in primary and secondary schools.The survey finds that there are many problems in the curriculum setting at this stage:the setting of curriculum objectives ignores the individual characteristics of teachers,neglects the achievement of teacher-generated and expressive goals;the content of the curriculum is single,and the curriculum content does not respond well.The educational trends at the stage,curriculum resources also have problems such as quality;the curricular structure is irrational,the proportion of elective courses and required courses is out of balance,and the enthusiasm of teachers to participate in course feedback is not high.These problems boiled down to the fact that the training platform of the curriculum did not detect the quality of the courses in a timely manner,the teachers were busy with their busy work schedules,and could not reasonably arrange the time.Finally,the comprehensive theory and the status quo,put forward the corresponding solutions.The main points are as follows:1.The setting of course objectives should follow the teacher's own level and discipline characteristics,and pay attention to the achievement of the generative goal.2.Adjust course content,increase diversity of resources,and improve course quality.3.Increase the proportion of elective courses and increase the proportion of practical courses.4.Emphasis on teacher evaluation of the curriculum,set up relevant web pages to provide timely feedback.