Research And Practice On The Network Learning Model Of Rural Teachers' "Learning Community"

"Putting education in a priority position" is the core content of the report of the Second Session of the 13th National People's Congress in March 2019.To accurately "implement" the construction of rural teachers,improve the treatment of teachers,and solve the imbalance in the development of rural teachers,it is necessary to strengthen professional training in teacher education.The new era teacher education professional training has gradually been updated from "school-based training" to a hybrid training model combining "network training" and"school-based training ".In order to promote the integration of urban and rural education,the education professional training activities of rural teachers are particularly important.In the process of urbanization,the teaching skills of rural teachers are slow to update,and it is difficult to meet the needs of the society for talent training.For this reason,"network training"came into being.Network training relies on the advantages of the network to get rid of the limitations of time and space,realize the sharing of education and teaching resources between teachers and schools,and is deeply concerned by the education departments,schools and primary and secondary school teachers,especially the attention of rural teachers.This paper firstly uses the literature research method,refers to the relevant literatures of network training at home and abroad,and combs and analyzes the current situation of rural teachers' network training.Then through teacher interviews and questionnaire surveys,there are still some problems and deficiencies in the current rural teacher network training,such as the lack of specific training content;the rural teachers' network is used in a single way;the interaction with other teachers is not deep enough;the training management and evaluation system Imperfect and other issues.Aiming at the problems existing in the network training of rural teachers,this study is based on the theory of learning community,distributed cognitive theory,teacher professional development theory and lifelong learning theory.It determines the components of rural teacher network training and builds a network of "learning community".The training model,followed by the establishment of a complete network training evaluation management system.The model is divided into two stages:"pre-course preparation" and "class implementation"."Pre-course preparation| includes five steps:learning community construction,pre-analysis,communication discussion,results sharing,evaluation and summary,and a series of tasks to solve the task.For the core training activities,“class implementation”finds the most suitable way for teaching through the cycle of preparing lessons,teaching,evaluating and improving.This model realizes the deep interaction between rural teachers,solves the problem of the disconnection between teaching theory and practice,and enhances the teaching and teaching ability of teachers.Finally,this model is applied to the network teaching practice of junior high school Chinese teachers in a county,and the implementation effect is tested by questionnaire survey.It is concluded that the“learning community”network training model has certain promotion significance,and there are very many aspects in terms of satisfaction and recognition.The high proportion provides data support and practical value for rural teachers to conduct network training.This study constructs a network learning model for rural teachers' "learning community"and responds to the call for "actively implementing the construction of rural teachers" in the 13th National People's Congress.This model has improved the network teaching and research ability of rural teachers to a certain extent,improved the professional education and teaching ability of rural teachers,and provided new ideas for promoting the balanced development of compulsory education and accelerating the integrated development of urban and rural compulsory education.