| Teacher remote training is based on the teacher's online learning and evaluation platform designed and developed specifically for the new generation of teachers by the country.It is a combination of online and offline training activities for primary and secondary school teachers.Since the start of the national primary and secondary school teacher training program in 2010,China's primary and secondary school teacher training programs have mainly included the "Middle and Western Rural Backbone Teacher Training Program" and "Primary and Middle School Teacher Demonstration Training Program".Short-term centralized training and other methods provide strong support for the professional development of teachers in remote areas and rural primary and secondary schools.However,the current remote teacher training has not achieved the desired effect.There are a series of problems,such as low enthusiasm for teacher training participation and weak appetite for training courses,which affect the actual effect of remote teacher training and discourage teachers from continuing.Motivation to participate in teacher remote training activities.Therefore,from the perspective of participating teachers,analyzing the influencing factors of teachers' participation in distance learning to help teachers increase their enthusiasm for participating in distance training has gradually been called a hot topic in the field of teacher distance training.Through literature research,it is found that the learning participants in teacher remote training are the main body of teacher remote training activities,and their own needs,subjective initiative,and experience will affect the goal of distance training.It is of great guiding significance to further modify and improve the design of teachers'remote training activities.Therefore,the author conducts research on teachers who have participated in remote teacher training,attempts to investigate the status of teacher learning participation in the process of teacher remote training,and conducts an in-depth analysis of its key influence factors.The article is divided into seven parts to model,verify and discuss the influencing factors of teacher participation in distance training.Part ?:introduce the background,significance,goals,content,methods of the research,and draw the technical roadmap of the research.It also reviews and reviews the literature related to this study at home and abroad.Part ?:define the related concepts involved in the study,and explain the principles of distance education and adult pedagogy as the theoretical basis of the study.Part ?:Conduct an empirical investigation according to the research purpose,collect basic information of teachers and understand the status of teachers' participation in distance training and learning participation through questionnaires.The differences between different teacher groups are identified and analyzed,and the relationships between teachers' learning willingness and school behavior and the influencing factors of hypotheses are statistically analyzed and described.The fourth part:Construct a model of influencing factors for teachers' participation in remote training in elementary and middle schools.The data is used to verify the fit of the model and to modify the model.The fifth part:through research and discovery,combining the literature to analyze the problems of teacher remote training from the six aspects of teacher distance learning motivation,training purpose,training content,training methods,training evaluation and guarantee mechanism,and analyze the causes of problems.The sixth part:According to the problems found in the research,from the teacher's distance learning motivation,training purpose,training content,training methods,training evaluation and guarantee mechanism,six suggestions are provided to solve the problem.Part ?:According to the above research,it points out the limitations of the research,and proposes research prospects for subsequent expansion or in-depth research. |
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