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本研究在原有对16个外省市已进行200多份电子问卷调查并得出部分结论的基础上,对自编农村中小学教师远程培训有效性调查问卷进行调整后,在某县随机抽取了275名农村中小学教师,就他们对远程培训有效性的主观态度进行了现场书面调查。研究结果表明:有17.01%的教师对问卷调查的配合度不高,其中男性更不愿意配合;探索性因子分析能提取两个因子,两因子结构信度检验良好;配合调查的中小学教师认为远程教育培训的有效性良好;远程培训有效性的得分在性别、教龄和婚姻分组上无得分差异,但在学校级别、学历和目前职务分组上的得分差异显著。结论:自编农村中小学教师远程培训有效性问卷具有较好的信度,问卷调查结果表明农村中小学教师对远程继续教育培训的有效性有较高认可度。
Based on the original survey of more than 200 electronic surveys conducted in 16 other provinces and cities, and based on some conclusions, this study randomly adjusted the questionnaires for the effectiveness of remote teacher training for rural primary and secondary schools. 275 rural primary and secondary school teachers conducted on-site written surveys on their subjective attitude towards the effectiveness of remote training. The results show that: 17.01% of the teachers are not well-coordinated in the questionnaire survey, in which men are more reluctant to cooperate; exploratory factor analysis can extract two factors, and the two-factor structure reliability test is good; the primary and middle school teachers who cooperate with the survey think The effectiveness of distance education training is good; the scores of the effectiveness of remote training have no difference in scores in terms of gender, age of education, and marriage group, but the scores at the school level, academic record, and current job group are significantly different. Conclusion: The self-made questionnaire on the effectiveness of remote training for teachers in rural primary and secondary schools has a good degree of reliability. The questionnaire survey results show that rural primary and secondary school teachers have a higher degree of recognition of the effectiveness of remote continuing education training.