摘要/Abstract

教师参与网络学习伴随着一定的动机，其影响着网络学习效果。根据对长沙市三所中学的教师在网络学习活动中的动机情况调查发现：中学教师的网络学习动机主要由情绪体验、外部动机、教师专业发展和无动机四个因子组成。整体呈现出中等偏上水平，其中教师专业发展动机最强，而外部动机最弱。新晋教师的网络学习动机更倾向于追求职业能力的发展，而成熟教师网络学习动机偏低，专家型教师则是追求更深发展。据上述结果，研究提出保证教师网络学习时间，提高学习时间利用率；注重中学教师个性化需求；提高中学教师网络学习自主性三个方面的建议。

Teachers participate in the online learning is always accompanied by a certain amount of motivation, and teachers' motivation affect the effectiveness of online learning. Through the questionnaire of the teacher who come from three middle schools of Changsha about their online learning motivation, we found that: the structure of middle school teachers’ online motivation is mainly composed of emotional experience, external motivation, teachers' professional development and amotivation; Overall, the motivation of teachers’ online learning is in the middle level, the professional development of teachers is the strongest motivation, the motivation of emotional experience is the second strongest motivation, external motivation is the weakest motivation; In the demographic variables, such as gender, age, seniority, family, education, rank, teaching grade and subject are significant differences on variables; The movitaion of onling learning of new teachers are more inclined to pursue the occupation ability, and mature teachers' Onling Learning motivation is low, the motivation of expert teachers is to pursue deeper development. According to this,we put forward three suggestions : ensure teachers have enough time on online learning, and improve the utilization rate of the learning time; pay attention to teachers' individual needs; improve teachers’ online learning autonomy.