A Study Of The Problems Of Online Learning In Teacher Education Courses

The teacher education curriculum is key to improving the quality of teachers and has become increasingly important.As a result,the Ministry of Education has promulgated the Ministry’s Opinions on Vigorously Promoting Curriculum Reform in Teacher Education(Teacher [2011] No.6)and,in particular,the Teacher Education Curriculum Standards(for Trial Implementation).The informatization of education serves as the backdrop for the development of this standard,making extensive use of information technology and the development of information resources to facilitate the process of modernizing education.Online learning of courses is now a hallmark of this context and has evolved from its initial use as a supplementary form of curriculum to its current organic organisational component.The period of the special epidemic provided a field of practice for fully online courses,and even in the current post-epidemic period,some courses retain their online format.Teacher education courses are somewhat unique and their online learning effectiveness deserves some thought.This study combines the Teacher Education Curriculum Standards(for Trial Implementation),takes teacher education courses as the research object,starts from informal learning theory,cognitive constructive learning theory,and situational cognitive learning theory,and adopts the research methods of literature analysis,questionnaire survey and in-depth interview to examine the learning situation of teacher education online courses,taking high school students in province H as an example.Based on a comprehensive understanding of the basic state of affairs,it was found that the main problems currently existed in five areas: lack of systematic learning knowledge,low integration with professional practice,inadequate interaction in the learning process,poor hardware support for the construction of learning scenarios,and weak student autonomy in learning.Although there are many reasons for the problems,the study found that the key reasons are focused on the lack of systematization due to the fragmentation of course design,low integration with professional practice due to the lack of scientific classification of courses,solidified patterns of teacher-student interaction,low investment in education information technology construction and insufficient equipment,and low autonomy of learning due to stereotypical thinking.In order to improve the quality of learning in teacher education online courses,it is necessary to start from through the above reasons in cracking the relevant problems.In view of this,in order to achieve better learning results,teacher education online courses can adopt "systematic design to enrich course content","scientific classification to improve the integration with practice","prevent curing and create flexible interactive The strategies that can be used to improve the online teacher education programmes include "systematise the design and enrich the course content","categorise the courses scientifically and improve their integration with practice","prevent crystallisation and create flexible interactive formats","increase investment and build hardware to support learning situations" and "break the stereotypes and stimulate students’ autonomy".To sum up,the introduction of the Teacher Education Curriculum Standards(Trial)and education informatization have provided the basis and possibility of learning for teacher education online courses.Based on the description of the current situation,this study digs deeper into the problems and causes of the learning process,and its aim is to explore the path to improve the learning of teacher education online courses in order to strive for higher quality learning results.