遠程教育培訓(xùn)中的問題與改進方法

1、精選優(yōu)質(zhì)文檔-傾情為你奉上精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)專心-專注-專業(yè)精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)1.部分培訓(xùn)內(nèi)容陳舊、過時1. Part of the training content is old, out of date 遠程培訓(xùn)應(yīng)以深化教師的專業(yè)知識，提高教師的教學(xué)和研究能力為主要任務(wù)。本次培訓(xùn)，河北省教育廳發(fā)布了河北省2011年中小學(xué)教師繼續(xù)教育課程目錄供學(xué)員選學(xué)。從培訓(xùn)實踐看，有些課程的內(nèi)容與參訓(xùn)教師以前培訓(xùn)過的內(nèi)容重復(fù)，對參訓(xùn)教師的幫助不大。有些培訓(xùn)內(nèi)容是抽象的理論知識，缺乏幫助中小學(xué)教師提高教學(xué)技能的內(nèi)容?？梢?，中小學(xué)教師遠程培訓(xùn)應(yīng)該設(shè)置哪些課程是一

2、個重要的研究課題。Remote training should be to deepen teachers professional knowledge, improve the teachers teaching and research ability as the main task. This training, the hebei province education department issued in 2011 by the hebei province primary and secondary school teachers continuing education co

3、urse catalogue for elementary students. Look from training practice, some of the course content and the participation of teachers training before the content of the repeat, for the participation of teachers wouldnt help very much. Some training content is abstract theory knowledge, lack of help prim

4、ary and secondary school teachers improve teaching skills. Visible, what courses should be assigned to the primary and secondary school teachers distance training is an important research subject. 2.部分輔導(dǎo)教師缺乏教學(xué)實踐經(jīng)驗2. Part of mentoring teacher lack of teaching practice experience 本次遠程培訓(xùn)的輔導(dǎo)教師一般是由地方選派的，

5、有的輔導(dǎo)教師由于長期脫離中小學(xué)教學(xué)第一線，對中小學(xué)教材不熟，再加上對新課程理念、教學(xué)技能缺乏深入的學(xué)習(xí)與研究，當(dāng)然也就難以有效解答學(xué)員在學(xué)習(xí)中提出的各種問題，更談不上有引領(lǐng)作用。The remote training general is appointed by local tutors, some tutors because from primary and secondary schools teaching the first line for a long time, the primary and secondary school textbooks are not ripe,

6、coupled with the new curriculum concept, teaching skills, lack of in-depth study and research, and of course it will be difficult to effectively solve students proposed all sorts of problems in the study, let alone have a leading role. 3.部分學(xué)員的培訓(xùn)意識不強3. Some students training consciousness is not stro

7、ng 培訓(xùn)中有部分學(xué)員輕視遠程培訓(xùn)，登錄教學(xué)平臺不積極，對遠程培訓(xùn)缺乏嚴肅認真的態(tài)度。由于缺乏必要的約束、監(jiān)督和壓力，再加上日常教學(xué)和班級管理工作擠占了大量的時間，有的學(xué)員沒有按照學(xué)員學(xué)習(xí)日程安排表的學(xué)習(xí)進度去學(xué)習(xí)。另外，充分利用網(wǎng)絡(luò)平臺積極交流探討教學(xué)問題的學(xué)員并不多，網(wǎng)絡(luò)所提供的教學(xué)互動功能和優(yōu)勢，并未真正轉(zhuǎn)變?yōu)楝F(xiàn)實。Training some students belittle the remote training, login teaching platform is not active, the remote training lack of serious attitude.

8、Due to lack of necessary restriction, supervision and pressure, coupled with the daily teaching and class management work from a lot of time, some students not in accordance with the schedule by students learning, the learning process to learn. In addition, make full use of network communication pla

9、tform to discuss the teaching problems of students is not much, provided by the network teaching interactive features and advantages, has not really into reality. 4.對學(xué)員成績的評定方法有待完善4. Performance evaluation method need to be perfect to students 河北省2011年中小學(xué)教師素質(zhì)提高全員遠程培訓(xùn)項目考核60分及以上為合格。本次遠程培訓(xùn)學(xué)員總成績的核算方式是：總成

10、績=學(xué)習(xí)時間成績+學(xué)習(xí)日志成績+工作總結(jié)成績+作業(yè)成績+工作案例成績+論壇成績。在培訓(xùn)中，有的學(xué)員登錄教學(xué)平臺后空掛時間，有的學(xué)員為了應(yīng)付完成作業(yè)獲得培訓(xùn)成績，隨意發(fā)帖，還有的學(xué)員通過網(wǎng)絡(luò)下載摘抄作業(yè)。因此，如何對學(xué)員的學(xué)習(xí)進行有效評價是一個重要的研究課題。2011 total remote training to improve the quality of teachers in primary and secondary schools in hebei province project appraisal qualified for 60 minutes or more. The re

11、mote training students overall calculation method is: overall results have been + + learning log = learning time job summary result + + grade case + BBS. In training, some students hang time after login teaching platform, some students to cope with the finish the homework get grades, training free P

12、osting, cadets have copied homework is downloaded over the network. Therefore, how to effectively the students learning evaluation is an important research subject. 三、對改進中小學(xué)教師遠程培訓(xùn)模式的建議Third, Suggestions to improve primary and secondary school teachers distance training model 1.組建高水平專家團隊，開發(fā)優(yōu)質(zhì)課程資源1. A

13、 high level team of experts, high-quality curriculum resources development 課程資源一直被認為是遠程培訓(xùn)質(zhì)量保證的核心因素，課程資源的質(zhì)量是決定遠程培訓(xùn)效果的關(guān)鍵。中小學(xué)教師遠程培訓(xùn)要聘請基礎(chǔ)教育課程改革權(quán)威專家擔(dān)任課程資源開發(fā)的首席專家，并選聘學(xué)科教育專家和中小學(xué)一線優(yōu)秀教師組成課程資源開發(fā)團隊。開發(fā)課程資源要以教師的實際需要為出發(fā)點，要注重對教學(xué)中的熱點、難點和焦點問題的分析與解答。遠程培訓(xùn)的課程設(shè)置，應(yīng)該從提升教師的綜合素質(zhì)出發(fā)，在堅持課程實用性的基礎(chǔ)上，突出鮮明的時代特色，要融匯專業(yè)領(lǐng)域最新的、前沿性的成果。Cu

14、rriculum resources has long been regarded as a remote training the core element of the quality assurance, the quality of the curriculum resources is the key to decide remote training effect. Remote training for primary and secondary school teachers to employ basic education course reform leading exp

15、erts as curriculum resource developments chief expert, and hiring of the discipline of education experts and a gleam of excellent teachers of primary and secondary schools curriculum resource development team. Develop curriculum resources for teachers actual needs as the starting point, want to noti

16、ce the hotspots and difficulties in teaching and focus problem analysis and solutions. Remote training curriculum, should be based on promoting the comprehensive qualities of teachers, on the basis of insist on curriculum practicability, highlight the characteristics of distinct era, to integrate th

17、e latest, cutting-edge in the field. 2.遴選高水平培訓(xùn)機構(gòu)，提供優(yōu)質(zhì)培訓(xùn)服務(wù)2. Select high level training institutions, to provide high quality training services 為保證培訓(xùn)的有效實施，可以通過公開招標(biāo)或邀標(biāo)的方式遴選高水平的高等學(xué)校、教師培訓(xùn)機構(gòu)和中小學(xué)承擔(dān)每個學(xué)科的培訓(xùn)任務(wù)。承擔(dān)培訓(xùn)任務(wù)的院校（機構(gòu)）要根據(jù)項目實施需要，制定培訓(xùn)實施方案，開發(fā)網(wǎng)絡(luò)學(xué)習(xí)平臺和課程資源，組建高水平的培訓(xùn)專家團隊和技術(shù)服務(wù)團隊，為中小學(xué)教師提供優(yōu)質(zhì)的培訓(xùn)服務(wù)。In order to guara

18、ntee the effective implementation of the training, can be selected by means of public bidding or solicit a high level of institutions of higher learning, teacher training institutions and schools, undertake the task each subject training. Task training colleges and schools (institutions) according t

19、o project needs, develop training plan, the development of network learning platform and curriculum resources, formed a high level of training expert team and technical service team, to provide high quality training services for primary and secondary school teachers. 3.嚴格選拔輔導(dǎo)教師，抓好對學(xué)員的輔導(dǎo)和管理3. Strictl

20、y selecting tutors, pays special attention to the guidance and management of student achievement 輔導(dǎo)教師是重要的課程資源，對培訓(xùn)質(zhì)量起著至關(guān)重要的作用。應(yīng)該對輔導(dǎo)教師的資質(zhì)和能力提出明確的要求，并按照要求嚴格選聘輔導(dǎo)教師。在遠程培訓(xùn)中，輔導(dǎo)教師的日常工作可分為教學(xué)與管理兩部分。輔導(dǎo)教師的主要職責(zé)應(yīng)該包括：系統(tǒng)學(xué)習(xí)、研究所承擔(dān)課程的內(nèi)容；跟蹤并記錄學(xué)員的學(xué)習(xí)情況，督促、引領(lǐng)學(xué)員按時完成學(xué)習(xí)任務(wù)；定期發(fā)布班級公告；及時批閱學(xué)員提交的作業(yè)；組織學(xué)員進行在線研討，發(fā)表主題帖，并及時回復(fù)學(xué)員在論壇研討交流中

21、提出的問題；為學(xué)員提供優(yōu)質(zhì)的學(xué)習(xí)資源；及時歸納、提煉學(xué)員的典型問題和疑難問題并向?qū)＜曳答仯痪庉嫴⑻峤话嗉墝W(xué)習(xí)簡報；撰寫班級總結(jié)報告。Tutors are important curriculum resources, and plays an crucial role in the training quality. Should be of counseling teachers qualification and ability put forward clear requirements, and strictly in accordance with the requirements

22、hiring tutors. In the remote training, mentoring teachers daily work can be divided into two parts, teaching and management. Tutors should include: the major function of the system study, the research content to undertake the course; To track and record learning situation of students, urge and guide

23、 students to finish learning tasks; Regular class announcement; Students submit assignments timely reviews; Organize students online for discussion, keynote, and feedback to students in a timely manner in the exchange of BBS discussion questions; For students to provide quality learning resources; T

24、imely induction, refine the typical problems of students and the problems and feedback to expert; Edit and submit class study presentation; Writing class summary report. 4.積極探索學(xué)員學(xué)習(xí)成績的科學(xué)評價體系4. Actively explore students learning evaluation system of science 一套完善的評價體系是遠程培訓(xùn)質(zhì)量的保障。2011年河北省中小學(xué)教師遠程培訓(xùn)對于學(xué)員沒有最

25、終的考試環(huán)節(jié)，而是將學(xué)習(xí)成績的100分分配到各項學(xué)習(xí)活動中，重點對學(xué)員的學(xué)習(xí)過程和任務(wù)完成情況進行考察，學(xué)員在學(xué)習(xí)過程中，根據(jù)任務(wù)的完成情況，成績逐漸累加。實踐證明，這種評價方法不能有效地考查學(xué)員的學(xué)習(xí)質(zhì)量。因為這種評價方法不能有效嚴防抄襲作業(yè)、空掛時間、突擊學(xué)習(xí)、請人登錄代學(xué)等情況的發(fā)生。為此，為確保培訓(xùn)的質(zhì)量，我們建議每次遠程培訓(xùn)項目完成后，增加一次閉卷考試環(huán)節(jié)?？荚噧?nèi)容為本次培訓(xùn)的內(nèi)容?？梢栽O(shè)計一些客觀性試題和主觀性試題對學(xué)員進行考核?？陀^性試題考核學(xué)員對所學(xué)課程知識的掌握程度，運用網(wǎng)絡(luò)平臺計算機自動閱卷，學(xué)員在考試時間內(nèi)獨立在網(wǎng)上完成測試。主觀性試題考核學(xué)員分析問題、解決問題的能力?？?/p>

26、試結(jié)束后為成績合格學(xué)員進行教師繼續(xù)教育學(xué)時學(xué)分登記。對于考試不合格的學(xué)員，應(yīng)通過讓其補學(xué)、補考達到合格。A set of perfect appraisal system is the guarantee of remote training quality. Remote training for students in hebei province in 2011 primary and secondary school teachers dont have the final examination, but the grades of 100 points assigned to th

27、e various learning activities, focusing on students learning process and task completion, participants in the learning process, based on the completion of the task, performance gradually accumulate. Practice has proved that this evaluation method cant effectively check students learning quality. Because this kind of evaluation method canno