| For further investigation and study on present situation and effect of middle school teachers’ network learning,this thesis takes middle school teachers’ participation in the "academic community of changsha teachers network learning" as an example,analyzing the motivation of network learning,network learning participation,preferences of network learning resources,problems in network learning and effect of network learning(including basic ability,subject ability,teaching ability,teaching attitude,teaching and research ability).In this study,273 teachers from three middle schools in Changsha were investigated by questionnaire.The statistical results show that the main motivation of middle school teachers’online learning comes from the support of school leaders,the support of school policy environment and the support of group learning mode.They don’t learn to pursuit the fun of learning and the sense of achievement.Their participation in online learning is limited,which is to some extent related to inadequate learning time caused by unreasonable teaching task setting.In terms of the form of online learning resources,they prefer video,and in terms of the content,they prefer the teaching design and analysis of class teaching examples.They don’t prefer information technology,which is related to the teacher’s age,teaching age and other factors.The main reasons for the low online learning interest of teachers and the low learning effect are the lack of real-time communication between teachers and teachers,and the lack of a sense of richness and participation in the classroom.In conclusion,this thesis puts forward four countermeasures,including promoting the change of concept of teacher development approach,establishing network learning community for middle school teachers,strengthening the construction of diversified network learning resources through multi-party cooperation,and providing technical support platform for middle school teachers to network learning. |
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