教师远程培训中的学习倦怠指教师在远程培训过程中的消极表现，可以从情绪低落、行为不当和成就感低三个维度加以研究。446名中小学教师的实证分析表明：教师在远程培训中学习倦怠整体上处于中等偏下水平，在不同维度上有一定差异，且成就感低最为严重，其次是情绪低落。不同年龄的教师在情绪低落维度存在显著差异，所教学段不同的教师在学习倦怠整体以及情绪低落和行为不当两个维度上有显著差异，文化程度不同的教师在情绪低落维度存在显著差异，其他情况均未表现出显著差异。因此，提高教师在远程培训中的成就感，并基于远程培训中的数据分析，为不同的教师推送不同的培训资源和学习支持，可以降低教师在远程培训中的学习倦怠。%Abstracts: Learning burnout of teachers in distance learning refers to the negative performance of teachers during the distance training, and it can be researched through such three dimensions as dejection, improper behavior and reduced personal accomplishment. Investigation on 466 teachers shows that: the learning burnout as a whole is at less than the medium level, as to the three dimensions, the reduced personal accomplishment is the most serious, the dejection is the next. signiifcant difference exists in dejection among different age teachers, and there are signiifcant difference in learning burnout as a whole and in dejection and improper behavior among primary school, junior middle school and high school teachers, moreover, there are also signiifcant difference in dejection among teachers who have different educational levels, there are no signiifcant differences on other occasions. Thus, to improve the personal accomplishment of teachers in distance training, and to deliver different training resources and learning supports for different teachers based on the data analysis can effectively reduce the learning burnout of teachers in distance training.
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