Research On The Optimization Of School.based Training Paths For Rural Teachers Under Network Information Technology

To prosper a country,we must first strengthen our teachers.School-based training is an important way to promote teachers’ professional development,and it is also a necessary choice to improve the standard of rural education,implement the requirements of the "double reduction" policy in basic education,and improve the overall quality of rural teachers.However,compared with urban schools,there were still some gaps in resources,management,and methods of training for rural teachers.With the development and application of Internet information technology,it provided new development opportunities for rural teachers’ school-based training,but also raised higher requirements.It was necessary to explore a special development path for rural teachers’ school-based training based on the actual development of teachers in rural schools,especially in the context of the current normalization of the prevention and control of the COVID-19.Therefore,this research aimed to deeply understand the current situation of rural teachers’ school-based training,explored its problems and root causes,and proposed a targeted path for training optimization.Firstly,this research used the literature method to sort out the relevant domestic and international literature on school-based training,which provided the direction and ideas for this study and established the research objectives.Then,based on teachers’professional development theory and PDCA management theory,the questionnaire was compiled.This study took five rural schools in X District of X city as sample research objects to investigate the current situation of rural teachers’ school-based training,and deeply excavated the existing problems and reasons of the current rural teachers’school-based training through analysis.Through the collation and analysis of the questionnaire data,this study explores the real situation of rural teachers’ school-based training from four dimensions:objectives and plans(stage P),process and implementation(stage D),inspection and evaluation(stage C),diagnosis and improvement(stage A).The study found that at present,the managers of five schools in X District of X city paid more attention to school-based training and have achieved some experience and results.For example,teachers have realized that the main body of school-based training lies in themselves and have a strong desire to participate.But many problems existed at the same time,for example:in the P stage,there were some problems,such as insufficient analysis of teachers’ training needs,vague goal positioning,insufficient grasp of teachers’ overall development level,lack of scientific planning of school-based training activities and so on;In the D stage,there were some problems,such as teachers’ training time was difficult to guarantee,the training content were not targeted,the training method were single,and the utilization rate of training resources was low and so on;In the C stage,there were some problems,such as low conversion rate of training results,single evaluation subject,and solid evaluation method and so on;In the A stage,there were some problems,such as teachers’ school-based training effect tracking and suggestions and feedback were difficult to implement,and teachers’ communication and reflection lack depth.Based on this,under the guidance of teachers’ professional development theory and PDCA management theory,from the four stages of PDCA in school-based training activities,this study put forward the optimization strategies of rural teachers’school-based training under network information technology,such as clear objectives and reasonable planning,precise implementation and quality assurance,incentivebased and improve evaluation,and continuous adjustment and consolidation and improvement,in order to provide reference for the improvement of teachers’professional level in rural schools.