Research On Strategies Of Improving Ruralonline Learning Power

The Revolution of Science and technology and the development of social productive forces have changed the outlook of human life and shaped the material form of school,educational concept and people’s educational cognition and existence.With the coming of the information age and the continuous and extensive development,the network information technology has been integrated into every aspect of human educational life,and is famous in the field of education for the name of “Education informatization”.The application of multimedia,computer and other network information technology in educational life is very common and poses a new challenge to the traditional school development model,teacher teaching methods and teacher professional development.At present,information technology has developed for many years in our country and there is a tendency to change from traditional information technology to intelligent technology.In order to avoid falling into the dilemma of“Highly developed information society ringing the death knell for teachers”in Lyotard’s prediction,on the one hand,schools and teachers need to face the immediate challenges from the value level,and on the other hand,they need to master information technology from the technical level in order to adapt to the development of educational informatization,in order to realize the unity of the value rationality and the tool rationality,the information technology plays a positive role in teachers’ professional development.With the development of education,the contents and requirements of teachers’ professional development are always advancing towards a more professional direction.After the information technology infiltrates the rural education life,the convenient access to information has brought the huge development opportunity for the rural teacher,also has brought the huge possibility for the promotion education balanced development.In the New World of Internet,rural teachers can obtain all kinds of resources which were not available before.It is an inevitable choice for rural teachers to learn and develop themselves by using internet information technology.However,there is a great tension between online learning as a practical means and online learning as a desirable goal,whether online learning improves the online learning ability of rural teachers and how to improve the online learning ability of rural teachers constitute the basic contradiction of rural teachers’ online learning,that is,the issue of this study.Rural Teachers’ online learning ability refers to the level of online learning activities conducted by front-line teachers engaged in teaching at the township level,who rely on online learning resources and interactive communication platforms and take professional learning as their learning content,it is also the learning effectiveness of teachers’ professional learning by relying on online online learning resources and interactive communication platform,including the teacher in the study occurs,carries on and continues in the entire study process the study investment or the energy,the study ability,the study efficiency and the study effect,is carries on the online study the comprehensive ability system,teachers’ online learning ability also includes the process of information acquisition and selection,information processing and processing,as well as the process of information interpretation and generation.Therefore,on-line learning ability of rural teachers is divided into learning motivation system,support system,behavior system and regulation system.Based on the understanding of the connotation and components of rural teachers’ online learning ability and the understanding of the existing literature,this paper makes an investigation on the teachers’ online learning ability in the rural areas of Sanming,through interviews to make up for the lack of questionnaire survey to further complement and understand the situation of rural teachers’ online learning ability,the results of the empirical study found that the overall level of teachers’ online learning ability in rural areas of Sanming is slightly lower,to be further developed.However,due to the lack of high-quality and systematic information resources for teachers’ professional development in the current web-based learning environment,and the limited access to many web-based information resources,lack of good learning resources has become the biggest and most fundamental obstacle to rural teachers’ online learning.Secondly,teachers in rural areas are weak in the application of information technology,schools lack the training of teachers in online learning and development,and teachers in schools also lack the communication and discussion on the application of information technology and online learning,teachers’ online learning lacks a good learning environment,which affects the development of teachers’ online learning ability in rural areas.Finally,based on the analysis and discussion of the influencing factors of rural teachers’ online learning ability,this paper puts forward countermeasures and suggestions on the development of rural teachers’ online learning ability from four aspects:(1)constructing the resource system of Teachers’ online learning and professional development,to safeguard the information sources of rural teachers(2)to deepen the training of teachers in rural areas in the application of information technology(3)to vigorously develop the reform of on-line in-service training for rural teachers and make online learning a habit(4)to change the management system of rural teachers,create an “Online learning community”.