1.部分培训内容陈旧、过时
1. Part of the training content is old, out of date
远程培训应以深化教师的专业知识，提高教师的教学和研究能力为主要任务。本次培训，河北省教育厅发布了《河北省2011年中小学教师继续教育课程目录》供学员选学。从培训实践看，有些课程的内容与参训教师以前培训过的内容重复，对参训教师的帮助不大。有些培训内容是抽象的理论知识，缺乏帮助中小学教师提高教学技能的内容。可见，中小学教师远程培训应该设置哪些课程是一个重要的研究课题。
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 course 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 wouldn't help very much. Some training content is abstract theory knowledge, lack of help primary 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.部分辅导教师缺乏教学实践经验
2. Part of mentoring teacher lack of teaching practice experience
本次远程培训的辅导教师一般是由地方选派的，有的辅导教师由于长期脱离中小学教学第一线，对中小学教材不熟，再加上对新课程理念、教学技能缺乏深入的学习与研究，当然也就难以有效解答学员在学习中提出的各种问题，更谈不上有引领作用。
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, 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.部分学员的培训意识不强
3. Some students training consciousness is not strong
培训中有部分学员轻视远程培训，登录教学平台不积极，对远程培训缺乏严肃认真的态度。由于缺乏必要的约束、监督和压力，再加上日常教学和班级管理工作挤占了大量的时间，有的学员没有按照《学员学习日程安排表》的学习进度去学习。另外，充分利用网络平台积极交流探讨教学问题的学员并不多，网络所提供的教学互动功能和优势，并未真正转变为现实。
Training some students belittle the remote training, login teaching platform is not active, the remote training lack of serious attitude. 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 platform 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.对学员成绩的评定方法有待完善
4. Performance evaluation method need to be perfect to students
河北省2011年中小学教师素质提高全员远程培训项目考核60分及以上为合格。本次远程培训学员总成绩的核算方式是：总成绩=学习时间成绩+学习日志成绩+工作总结成绩+作业成绩+工作案例成绩+论坛成绩。在培训中，有的学员登录教学平台后空挂时间，有的学员为了应付完成作业获得培训成绩，随意发帖，还有的学员通过网络下载摘抄作业。因此，如何对学员的学习进行有效评价是一个重要的研究课题。
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 remote 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 Posting, cadets have copied homework is downloaded over the network. Therefore, how to effectively the students' learning evaluation is an important research subject.
三、对改进中小学教师远程培训模式的建议
Third, Suggestions to improve primary and secondary school teachers distance training model
1.组建高水平专家团队，开发优质课程资源
1. A high level team of experts, high-quality curriculum resources development
课程资源一直被认为是远程培训质量保证的核心因素，课程资源的质量是决定远程培训效果的关键。中小学教师远程培训要聘请基础教育课程改革权威专家担任课程资源开发的首席专家，并选聘学科教育专家和中小学一线优秀教师组成课程资源开发团队。开发课程资源要以教师的实际需要为出发点，要注重对教学中的热点、难点和焦点问题的分析与解答。远程培训的课程设置，应该从提升教师的综合素质出发，在坚持课程实用性的基础上，突出鲜明的时代特色，要融汇专业领域最新的、前沿性的成果。
Curriculum 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 experts as curriculum resource development's 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 notice 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 the latest, cutting-edge in the field.
2.遴选高水平培训机构，提供优质培训服务
2. Select high level training institutions, to provide high quality training services
为保证培训的有效实施，可以通过公开招标或邀标的方式遴选高水平的高等学校、教师培训机构和中小学承担每个学科的培训任务。承担培训任务的院校（机构）要根据项目实施需要，制定培训实施方案，开发网络学习平台和课程资源，组建高水平的培训专家团队和技术服务团队，为中小学教师提供优质的培训服务。
In order to guarantee 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 to 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.严格选拔辅导教师，抓好对学员的辅导和管理
3. Strictly selecting tutors, pays special attention to the guidance and management of student achievement
辅导教师是重要的课程资源，对培训质量起着至关重要的作用。应该对辅导教师的资质和能力提出明确的要求，并按照要求严格选聘辅导教师。在远程培训中，辅导教师的日常工作可分为教学与管理两部分。辅导教师的主要职责应该包括：系统学习、研究所承担课程的内容；跟踪并记录学员的学习情况，督促、引领学员按时完成学习任务；定期发布班级公告；及时批阅学员提交的作业；组织学员进行在线研讨，发表主题帖，并及时回复学员在论坛研讨交流中提出的问题；为学员提供优质的学习资源；及时归纳、提炼学员的典型问题和疑难问题并向专家反馈；编辑并提交班级学习简报；撰写班级总结报告。
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 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 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; Timely 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.积极探索学员学习成绩的科学评价体系
4. Actively explore students learning evaluation system of science
一套完善的评价体系是远程培训质量的保障。2011年河北省中小学教师远程培训对于学员没有最终的考试环节，而是将学习成绩的100分分配到各项学习活动中，重点对学员的学习过程和任务完成情况进行考察，学员在学习过程中，根据任务的完成情况，成绩逐渐累加。实践证明，这种评价方法不能有效地考查学员的学习质量。因为这种评价方法不能有效严防抄袭作业、空挂时间、突击学习、请人登录代学等情况的发生。为此，为确保培训的质量，我们建议每次远程培训项目完成后，增加一次闭卷考试环节。考试内容为本次培训的内容。可以设计一些客观性试题和主观性试题对学员进行考核。客观性试题考核学员对所学课程知识的掌握程度，运用网络平台计算机自动阅卷，学员在考试时间内独立在网上完成测试。主观性试题考核学员分析问题、解决问题的能力。考试结束后为成绩合格学员进行教师继续教育学时学分登记。对于考试不合格的学员，应通过让其补学、补考达到合格。
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 don't have the final examination, but the grades of 100 points assigned to the 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 can't effectively check students' learning quality. Because this kind of evaluation method cannot effectively defend copying homework, hang time, assault learn login, please people generation and so on. Therefore, in order to ensure the quality of training, we suggest that every time the remote training project is finished, add a request for examination. The test content is the content of this training. Can design some objective questions and subjective questions for students to review. Assessment of objective questions students have mastered the curriculum knowledge, using the network platform of computer automatic marking, students independent to complete online testing in the test time. Assessment of subjective tests of the students' ability of analysis problem and solve the problem. After the exam achievement is eligible for continuing education of teachers on students school credits registered. To test not qualified students, should fill by making it, make-up examination qualified.
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