Based On The Network And School Training Mode Which Tends To Improve The Teacher With The Professional Development

As the backbone of education development and reform implementation, the professional growth and the quality improvement of the primary and secondary school teachers can be considered as the internal driving force for the sustainable development in primary and middle schools. In recent years, due to the increasing deepening in the new curriculum reform and quality education as well as the fast change in the network of information technology, the reform and development of education system in primary and secondary schools have been promoted in certain extent. Under the influence of life-long education, the current teachers in primary and secondary school set foot on teaching and research and lean on schools. The School Based Training pattern can be the inevitable choice to meet the basic needs of primary and secondary school teachers’ professional development and education mode optimization and improvement etc. in a certain extent. However the retrial of the role and function of school-based training mode in China’s primary and secondary education practice and development shows that research theory and teaching practice can not be combined strongly, and the demand of timely interacting among participants can not be met in the application of "school-based training" mode. The resources in "School-based training" mode is sharing insufficiently. The resource is not abundant, and so on. So the "school-based training" mode is still unable to meet the primary and secondary school teachers’ professional development basic need. So based on the above statements, "double platform operation mode of network training + school-based training" is put forward, according to the personal experience in "school-based training" mode application, and the carefully semantic analysis of 1000 reflective journal from trainees in "school-based training" mode application. It is hope that the current existing problems in the application of "school-based training" model can solved, and it can be of help in primary and secondary school teachers’ professional development.