Research On The Inner Quality Monitoring Of The Remote Training For Teachers In Middle And Primary Schools

Remote training has became the main form of non-degree education for teachers in middle and primary schools. Through E-learning technology, on-line distance learning can not only make education possible without the restriction of time and space, promote the training scale and efficiency, but also reduce the cost of teacher education, alleviate the burden on government, schools and teachers themselves. However, the quality of the remote training and the monitoring inside this education have received lots of doubt from society and trained schools.Quality is the life for remote training. To strengthen the monitoring of teachers’ remote training and thus promote the training quality has became the primary task for remote training nowadays. This paper takes the inner quality monitoring of teacher remote education as target. Through empirical study, it describes the existing problems and analyzes the possible reasons, afterwards, based on some modern long-distance education theories and overall quality management theories, proposes some solutions to perfecting the remote education supervision. It demonstrates the significance both theoretically and practically.The paper reviews the literature works and research on this topic domestically and abroad and expresses the necessity and urgency of doing research on the aspect of quality monitoring, and defines some core terms, such as long-distance education, training quality and quality monitoring. Based on the analysis of the theoretical foundation of quality monitoring for remote education, the lists of the targets factors and procedure factors for quality monitoring and the presents the idea that the idealist remote education should be based on the trainee teachers’ needs and meet their satisfaction. Through the case study, the paper descript summarizes the empirical study and makes data analysis on account of satisfaction survey., and found the problems in inner quality-monitoring of long-distance education for teachers. It includes the lack of monitoring on learning resources, learning platform, training staff groups and the loss of awareness of monitoring. And it probes the possible reasons, which are imperfection of outer supervision and evaluation, inappropriateness of setting up training cost criteria, lack of inner supervision of training units, complexity of training staff organization. And then the paper analyzes the basis of targets factors, procedure factors and discuss about the ways to perfect the inner quality monitoring, which are raising the exterior awareness of monitoring, perfecting the quality monitoring system of long-distance education, clarifying the quality monitoring targets in remote education, and implementing the monitoring during the whole process of remote education.