Compared with traditional teacher training,distance training has the characteristics of trans-region,wide coverage,low input,and high output.It can better reflect the characteristics of the times.It not only provides teachers with a personalized service platform,but also breaks away from the monopoly of teachers’ continuing education to teachers’ training,giving them more freedom of choice and plays an irreplaceable role in the professional development of primary and secondary school teachers.In recent years,while the National Training Program for Primary and Middle School Teachers for Distance Education has achieved major results,there are also a series of problems,such as poor pertinence and effectiveness.The main reason is that training needs research is insufficient.At present,there are few investigations and studies on the needs of distance training for primary and secondary school teachers in the National Training Project.Therefore,the author conducts research on the topic of "The Need for Distance Training in the National Training Program of Hubei Province" and scientifically explores the reality of remote training for teachers in rural primary and secondary schools.The demand makes the contents of remote training more targeted,thereby greatly increasing its efficiency and quality.This study uses the specific example of the “National Training Project(2017)”—the remote training of rural middle and primary school teachers in Hubei province to illustrate the research process of the entire study.First,on the basis of reviewing related research literature,this article reviews related research on distance training and training needs,outlines the relevant concepts and theoretical basis,and then introduces the distance training of the “National Training Program” in Hubei Province.On the basis of literature review,the dimensions of investigation were established.540 teachers from 10 counties and cities in Hubei Province were surveyed and interviewed for survey design and implementation.Based on the survey results,the problems and causes of remote training in our province were summarized.Besides,the training demand analysis theories-OTP model(organization,tasks,and personnel)was used to analyze the status,needs,and factors that influence demand for the “National Training Program” distance training in our province.The survey results are as follows:The main problems of distance training include low frequency of teacher participation,contradictions between work and study,single site content,lack of real-time interactive communication with teachers,follow-up support services,targeted curriculum content,and adequate notification of teaching activities.Organizational analysis: First,in terms of organizational form,it tends to combine distance training with school-based training to conduct small-class training in groups;Second,on training methods,it is hoped that training can be conducted by watching demonstration classes,class QQ group exchanges,and diverse teaching and research activities;Third,in terms of training teachers,they are not satisfied with the current level of teachers.We hope that the training teachers are excellent teachers from provinces and cities in the front line,and they can integrate theory with practice and have better interaction in the classroom;Forth,the requirements for resources and support are mainly teaching software,video,and network courseware;Fifth,teachers prefer formative evaluation such as study notes and student portfolios etc.and assign them different weights.Sixth,in terms of incentives,it is most desirable to get a title promotion through training,and spiritual incentives and happy experiences are also important.Task analysis: First,set the training content according to the core concepts of teachers’ professional standards for primary and secondary schools;Second,on training content,professional knowledge such as educational science theory,especially educational psychology and design theory in teaching are favored.With regard to professional capabilities,it is eager to upgrade modern educational technology capabilities represented by computer operations and network information technology;Third,in the form of curriculum structure,it is hoped that the curriculum of specialized knowledge and ability will be set as "required + elective" module,professional concept and division The German curriculum is set as an "optional" module to enhance the flexibility of learning.Personnel analysis: First,due to different ages,years of teaching,knowledge,and abilities,teachers have different needs for distance training.Second,participating teachers are mostly young teachers with short teaching age but higher academic qualifications who are easy to accept distance learning methods;Third,teacher’s cognition is more abundant than before,therefore,training teachers should constantly update and broaden their knowledge,adjust the initial teaching methods,and training managers should enrich training forms;Forth,most of the titles are secondary teachers,and the advantages of remote training can effectively improve the capabilities of more teachers.Fifth,participating teachers have a high degree of awareness of network training and low recognition and their internal motivation for training is relatively high since most of them are for self-improvement and development;they are basically satisfied with the resources,learning support services and technical support of the training platform,but less satisfied with the assessment and evaluation methods of the training and the overall effect.Sixth,teachers have improved their teaching skills and expect that they will be more proficient in teaching design after training.Finally,under the guidance of the result of demand analysis,some countermeasures and suggestions are put forward for the problems and needs in distance training of "Hubei National Training Plan" from the educational administration departments,training institutions,schools and participating teachers.Proposals are as follows: First,the education administration should focus on funding for rural education and the management of the training system;Second,the training institutions should conduct practical research before training to improve its pertinence.The training should be designed hierarchically and meticulously,closely monitor and enrich the forms of training,improve the assessment and assessment mechanism,and follow up after training to establish a long-term training mechanism;Third,schools should increase their emphasis on distance training and promote the mutual assistance between new and old teachers in schools and strengthen inter-school exchanges cooperation;Forth,participants should enhance their learning drive,improve their ability to learn independently and the level of information technology. |