Study On Learning Disabilities And Improvement Strategy In Rural Teacher Online Training

Online research is one of the important ways for teachers' professional development.However,there are still some problems in our country,such as the technology of research platform is not advanced,the depth of research interaction is insufficient,and the management system and evaluation system of research is backward.This leads to the insufficiency of the intrinsic driving force of teachers' participation in online research and the formalization of the process of online research.Therefore,the key to further improve and enhance the effectiveness of teachers' online research is to find and sort out the factors of learning disabilities in the process of online research.This study is based on lifelong learning theory,technology acceptance model 3,and psychological structure phenomena.It uses literature research method,questionnaire survey method and interview method to carry out research and investigation.Firstly,on the basis of relevant research,it is preliminary proposed that the learning barrier factors in the process of teachers' online research can be divided into external factors and internal factors.The external learning barrier factors refer to the learning community,interaction,resources,management evaluation,platform and mechanism,while the internal factors are from the psychology and ability of the teachers participating in the training.Secondly,we construct a preliminary map of learning disability model in teacher's online research combined with TAM3,and validate the new variables in the model by questionnaire survey.Then,SPSS24 software is used to analyze the data of the formal survey,and Amos22 software is used to calculate the initial model and evaluate the fitness.Finally,the interview method is used to understand the reasons for the existence of learning disability factors and put forward suggestions for improvement.Research shows:(1)Using SPSS24 software to test the reliability and validity of the data;the research shows that the predictive questionnaire and the formal questionnaire arereliable and effective in reliability and validity.(2)Descriptive analysis of the data using SPSS24 software;from the average point of view,most of the respondents believe that participating in online research does not optimize classroom teaching design or improve teaching effect.In terms of variance and standard deviation,the respondents' views on interaction are uneven.(3)Using SPSS24 software to carry out principal component analysis on the data using dimensionality reduction idea,we find that there are two main types of learning disabilities affecting teachers' online research: platform and learning community.(4)SPSS24 software is used to analyze the correlation of the data and verify the research hypothesis.(5)Using Amos22 software,the maximum likelihood estimation is used to calculate the initial model and evaluate the fitting degree.Referring to the fitting index and the numerical value of the model,it shows that all the indexes meet the requirements,indicating that the initial model is within the acceptable range.(6)In the interview,most of the teachers interviewed reflected that they were not very enthusiastic about online research,lack of interest in learning,lack of learning time and so on.The above-mentioned learning barriers are due to the lack of attention paid by school leaders to online research projects,the insufficient awareness of online research by participating teachers themselves,the heavy workload in peacetime,the short duration of research and the over-close arrangement of research content.(7)Combining with interviews,from the perspective of four elements of teaching,lifelong learning concept and incentive theory,this paper puts forward some strategic suggestions from the aspects of online research hosts,participating teachers,research resources,research environment and incentive mechanism.