Learning Obstacles In Post-service Training For Primary And Secondary School Teachers And Countermeasure Research

"Education will prosper the country,and education will be strong." The key to the improvement of education quality lies in the construction of the teaching staff and the rise of high-level teachers.Since the 19 th National Congress of the Communist Party of China,the national level has paid more attention to the quality of teachers' post-employment training,and proposed that teachers post-employment training should be "systematic learning","in-depth thinking",and "hands-on practice" in order to improve teachers post-service training.The actual effect of the training.However,some scholars have found that there are still problems in teacher training such as low effectiveness and unclear pertinence.The root cause is that the participating teachers are affected by various factors during the training process,so it is difficult for teachers to devote themselves to the training and learning,and the training effect is not satisfactory.This paper conducts theoretical and practical research on learning obstacles in post-service training for primary and middle school teachers through literature collation and investigation and analysis.This study takes the teachers who participated in the post-service training program for primary and middle school teachers of Chongqing Normal University as an example to study the current situation and causes of learning disabilities in the post-employment training of primary and secondary school teachers,and put forward corresponding elimination suggestions based on investigation and research.Before conducting data investigation and research,this research explained the research background,research purpose and significance,and the definition of the research concept.It also compiled literature and analyzed the current research status of learning disabilities,adult learning disabilities,and teachers' post-service training learning disabilities.The research status of learning disabilities in post-employment training for primary and secondary school teachers and a theoretical framework are formed.Then,combining the factors that affect the learning disabilities of adults by previous scholars and the actual situation of the research objects in this study,the dimensions of learning disabilities in post-service training for primary and middle school teachers are divided,including: environmental barriers,institutional barriers,psychological barriers,and information barriers.On the basis of theoretical research,this study uses questionnaire survey and interview methods to conduct data surveys and interviews on learning disabilities in primary and secondary school teachers' post-employment training,starting from the overall and various dimensions to learn from the learning of primary and secondary school teachers 'post-employment training.A more in-depth study on the status quo of obstacles was carried out,and then the differences in the learning obstacles experienced by different teachers were analyzed according to the demographic differences of the participating teachers;and the correlation between the learning obstacles in teacher training and the learning effect was studied,and it was found that the learning disabilities were the same.The training effect is negatively correlated.Combining data analysis and interview content,this study analyzes the status quo and causes of learning disabilities in post-service training for primary and secondary school teachers,and draws the following conclusions,psychological,and information barriers during training As a result,there are problems such as insufficient learning behavior and lack of motivation of the participating teachers;weak learning motivation of the participating teachers and insufficient learning confidence of the participating teachers.In response to the above problems,combined with the content of interviews,the reasons for teachers' uneven teaching and management levels of the trainers,and the weak internal driving force of the participating teachers.Insufficient information technology mastery,etc.The countermeasure research part is based on the theoretical basis of the research and the conclusions of the investigation and analysis,improves teacher training policies,and creates a positive post-employment teacher Learning atmosphere;the countermeasures of institutional obstacles are to establish the education and teaching concept with participating teachers as the main body,improve the preliminary demand research,improve the teaching methods of teachers,and establish a reasonable evaluation and achievement identification system;the countermeasures of psychological obstacles are to establish a correct lifelong learning concept.Clear learning goals,correct attribution,improve learning ability,and learn to learn actively;information barrier countermeasures provide trainers with a more concise learning platform,schools arrange basic network knowledge training,and teachers improve their knowledge and ability in information technology.