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The Effectiveness of Blended Training for Primary School Teachers

Blended training combines the advantages of face-to-face training and online training. It has gradually developed into an important means of teacher training. In order to understand the status quo and its influencing factors of blended training for primary school teachers, the paper used a questionnaire survey to evaluate the primary school teachers' participation in blended training in Z city, G Province, which includes mainly four dimensions that are Training Learning Satisfaction, training gains, training knowledge application and Class Effect Feedback. In view of the analysis of 340 questionnaires, it is found that the region where teachers are located has a significant positive impact on the effect of blended training, while gender, education, age, and teaching age do not have obvious influence on the effect of blended training for teachers. Also, the other finding is that Training Learning Satisfaction, training gains, training knowledge application, and Class Effect Feedback play an important role on affecting the effects of blended training for teachers. The results show that the blended training of primary school teachers should strengthen the pertinence and professionalism of training content and resources, provide post-training learning tracking and improve the training feedback mechanism, which gives a reference for the future research on teachers' blended training.