Research On The Real Dilemma And Solutions Of Online Training For Primary And Secondary School Teachers

Teacher training is an important way to promote the professional development of teachers and improve the quality of teachers.Since the launch of the national primary and secondary school teacher training program in 2010,it has become an important form of teacher training in China,including three projects:exemplary,central and western project,and national training project for preschool teachers.There are mainly short-term intensive training,remote training,network training and other training methods to fully support the construction of teacher team.In 2020,affected by the COVID-19,the ministry of education issued the "suspension of classes and continuous research" education emergency measures to minimize the impact of the epidemic on teacher training.Online training is a way of "suspension of classes and continuous research" for teachers,and cannot completely replace the traditional centralized training,but it has important practical value and significance at the present stage.Examining the practical status quo of online training for primary and secondary school teachers,analyzing the role and value of online training,and summarizing the experience of online training are of far-reaching significance for the effective promotion of the "Internet+Teacher Education" action,and have reference value for improving the quality of teacher training.From the perspective of empirical system theory,this paper attempts to discuss online training from two levels: from the theoretical level of online training,including its theoretical basis,concrete connotation and the similarities and differences between online training and offline training;from the practical level,this paper analyzes the implementation status of online training,the difficulties and obstacles encountered,and how to promote the quality and effectiveness of online training.By combing the existing literature,this paper tries to clarify the research status and logical context of "teacher training","online training" and "participation barriers",and clarify the theoretical and practical development of online training for primary and secondary school teachers.Through in-depth investigation in the training site and counties in Chongqing,interviews and questionnaires were mainly used to study the online training of primary and secondary school teachers.The survey found that online training in the epidemic prevention and control stage was the main way for teacher training,and the participating teachers’ information technology literacy and online teaching ability were improved to varying degrees.However,limited by various factors,there are still some practical difficulties restricting the effective implementation of online training.Online training is not a new form of teacher training,but the development of large-scale online training is a new attempt,as an emergency measure online training in practice there are many realistic problems influence the training effect.This study explores the existing problems from the perspective of participating teachers and finds that there are old problems in online training,such as lack of motivation for teachers to participate in training and lack of practicality of courses,as well as new problems such as cognitive bias of ability,limitation of information technology level,and inadequate training support services,which together limit the actual effect of online training for primary and secondary school teachers.To further out the existing problems,this study from two dimensions of internal and external attribution analysis:internal causes include primary and secondary school teachers to the contradiction in engineering training time is not sufficient,the traditional concept of bondage misunderstanding for the online training,teachers experience of a negative impact,online training in the student main body status is not clear;external reasons include lack of online teaching experience of lecturers,improper training arrangement and management,technical problems such as delay caton and hardware equipment,and relatively weak awareness of training support services.It can be seen that the internal factors,such as the concept,ability and experience of the trainees,and the external factors,such as training institutions and technical equipment,jointly causing the dilemma of online training for primary and secondary school teachers.Based on this,this research thinks,from three aspects: teachers,institution,social,it is necessary to form a training closed-loop from the inside to out,and strengthen the linkage to solve the problems of online training for primary and secondary school teachers.Teachers should enhance their internal motivation,improve the sense of self-efficacy in online training,enhance information literacy,strengthen self-discipline learning and other aspects to comprehensively improve their own quality.Institutions should strengthen teachers’ information literacy,enhance the appropriateness of resources,attach importance to training support services,etc.,so as to provide a good learning atmosphere for participants and enhance their sense of security in learning.At the social level,it is necessary to optimize policies,improve infrastructure,establish positive value orientation,guide public opinion,and create a good training atmosphere.