"Internet + education" era, teachers need to complete what transformation

In terms of teachers' professional development, new technologies and ideas have come and gone in a short period of time, and teachers have been overwhelmed. Facing the "Internet +" era, how does education need to adapt to the development of society and the times? How will teachers face the changes in education? "Internet + education" is more inclusive. It integrates communication technology, computer technology, mobile technology and network technology, emphasizing the aggregation of online and offline activities to create a new form of design, development, utilization, management and evaluation for education. And "Internet +'' for teachers' professional development, more teachers online growth channel reengineering and reorganization, plus is in practice with the Internet and other new technologies combined with the pedagogical innovation. The reconstruction and reorganization of new channels of teacher development "Internet +" era of innovative teacher development, do not have to start from scratch, from zero. On the basis of the existing excellent concepts and methods, the reconstruction and reorganization of the teaching development channels suitable for themselves can also reflect the innovative characteristics of the "Internet +". This kind of innovation because of the participation of the Internet, there are a variety of hybrid technology to help, to the teaching professional development to bring new ideas and experience. 1, online and offline blended development of teachers online and offline combination of growth channels, is a concept that has existed for many years, that is, blended learning. As defined by ASTD (American Society for Development and Training) in 2002, blended learning is a learning solution that combines learning activities in different contexts, such as face-to-face learning, online learning, and self-paced learning. Prof. He Kexiang is a scholar who discussed blended learning earlier in China and gained a high citation rate. 2004, Prof. He proposed that "blended learning (i.e., blending learning) is to combine the advantages of traditional learning styles and the advantages of E-learning digital or networked learning, and to give full play to the leading role of teachers in guiding, inspiring, and monitoring the teaching process, as well as the role of teachers in teaching and learning, and the role of teachers in teaching and learning, and the role of teachers in teaching and learning. It is to combine the advantages of traditional learning methods and the advantages of E-learning digital or networked learning, and to give full play to the leading role of teachers in guiding, inspiring and monitoring the teaching and learning process, and to fully realize the initiative, enthusiasm and creativity of students as the main body of the learning process. These concepts describe blended learning from the perspective of students, and in fact, they are also applicable to the professional development of teachers. In the past decade, because of the development of information technology, teachers' blended professional development channels have been greatly expanded, and forms such as micro-courses, MOOC, and mobile open classes have all become manifestations of the reengineering and reorganization of their channels. Blended learning is the complementarity of advantages, the elimination of gaps, the enhancement of efficiency, and the improvement of effectiveness; it pursues the iteration of one plus one is greater than two, and it utilizes the ingenuity of four or two pulling out a thousand pounds. Teachers through the hybrid professional development channels, social networks, online platforms, mobile tools for professional growth to build a platform, the establishment of personal growth goals as the center of the professional development circle. 2, participate in or create a depth of participation in the professional growth of the circle in the end what kind of professional growth of the circle in line with the "Internet +" era of hybrid professional growth circle? What kind of professional growth circle is in line with the "Internet +" era hybrid professional growth circle? Virtual teaching and research or not, regional blogs or not, WeChat enterprise, accompanied by the 3618 smart campus platform mobile community or not, can be attributed to the external manifestations of professional development. The starting point of the "Internet +" era is that through the mixture of online and offline, it can produce innovative and excellent results at a smaller cost and with higher efficiency, and bring about a greater impact in the field. For teacher professional development, it is about combining online growth circles with online teaching practices. Use the new thinking and experience gained from online exchanges to improve the actual teaching online, update old ideas, solve new problems, and create new environments. A few years ago, blogging was so popular that there was the "Li Kedong Dilemma" (why is it that teachers' blogs have colorful blog texts, but lack of in-depth interaction and collision of ideas? Why teachers blog published nearly 10,000 blog posts, but can not say which teaching problems), the reason is that the online and offline two skin. Because technology-driven professional development for teachers will chase after popular technologies, such as blogs, microblogs, WeChat, but it is difficult to go deeper. Only return to the education concept-driven professional development, using online communication ideas to optimize teaching concepts and improve teaching practice, then online communication activities will naturally blend into teachers' daily life. Among the WeChat public numbers I subscribe to, there is one called "Luo Lisi". In addition to the 60-second "Voice Morning Report" at 6:30 a.m. every morning, "Luo's Thinking" has initiated a series of online and physical activities to build up a media circle. They held a nationwide lecture tour, recruiting peers, book debut on the public number, micro-business and so on. With more than five million subscribers, this public number has become an influential communication channel for a specific group of people in the era of "Internet+". In today's education field, if there are more teams with the awareness and ability of the "Internet+" era, together with the promotional initiatives of administrations at all levels, the circle of teachers' professional development will be reorganized and reconstructed with new opportunities. Senior teachers can promote their own special classes in this channel, novice teachers can subscribe to courses that meet their needs in this channel, and excellent books, resources, tools, activities, and communities in education can be published in this online channel. The way of circulation, the way of excellent works **** enjoyment. Innovative application and in-depth "Internet +" era of professional development of teachers, in addition to the integration of online professional growth circle, but also the innovation of offline teaching practice. Different from the traditional teaching practice based on teachers' teaching ability, personal experience, subjective feelings, and teaching heritage, the teaching practice in the era of "Internet+" should reflect more of the teaching process based on technology participation, teaching optimization based on data analysis, teaching and research cooperation based on empirical analysis, and freedom of teaching and research based on individuality.1, Teaching Process Based on Technology Participation At the beginning of the 21st century, the series of projects of China's basic education informatization, starting from the "School-to-School Project" and the "Nongyuan Project", brought primary and secondary schools in many provinces of China in the direction of digital development. In computer rooms that are connected to the Internet, students can log on to online learning platforms; in classrooms with Wi-Fi, students can use handheld learning machines, tablet PCs and other teaching software; and in real outdoor situations, students use mobile learning terminals or wearable devices for inquiry-based learning. More and more learning situations are involved in technology, which is the development trend of teaching in the era of "Internet +", but also a new challenge that teachers must face. In the former "Internet +" era, the focus of teachers' professional development is to master technology and learn how to realize the integration of technology and curriculum to assist teaching, promote collaboration, help inquiry, and create a technology-based learning environment; while in the "Internet +" era, the focus of teachers' professional development is to make technology seamless. The focus of professional development is to let technology seamlessly "weave" into teaching, using technology to support the teaching process left behind in the dynamic generative resources, process data, learning traces and other data reuse, to achieve teaching optimization. 2, based on the optimization of data analysis of the teaching in the British scholars Viktor Meier Sch?nberg and Kenneth Kukier co-authored the book With the Teachers and the Teachers and the Teachers. In British scholars Victor Mayer Schoenberg and Kenneth Kukier's book "Walking with Big Data: The Future of Learning and Education" (learningwith big data; The future of education), the authors mentioned the optimization of teaching based on data analysis, i.e., double-loop learning (Double-loop learning). Currently, the majority of learning routes are single-loop learning, where mistakes are made and then efforts are made to correct them. For example, schools only find out which courses are too hard or too easy for students after final exams are given, and then make adjustments in the next semester's instruction. This is not the case with double-loop learning. It will readily use data to correct its own mistakes while utilizing the vast amount of data gained in the feedback loop for other very important things. Khan Academy, for example, not only has more than 5,000 video lessons in multiple subjects, but what makes it even more valuable is the accumulation of data on how students learn and the real-time feedback to teachers and students. For example, it runs a statistical model based on the accuracy of each student's questions to determine whether a student has mastered a particular knowledge point well, and helps provide students with a learning path and pace that is appropriate for them; it also provides teachers with a graph of the learning performance of the entire class and each student, which shows the real-time status of learning based on the number of questions answered, the accuracy rate, and other metrics. Dual-loop learning combines feedback, personalized learning, and prediction and intervention to provide valuable data for instructional optimization. Thus, novice teachers in the beginning stages of professional development can do this by using technology to obtain data and graphical tools to make sense of the data, and veteran teachers in the advanced stages of professional development can build on this by using analytical tools to interpret the data and research tools to predict, intervene, and optimize instruction. In other words, the research teacher, remains the advanced stage of teacher development in the "Internet+', era, and there is . Data-supported empirical analysis will provide a more solid foundation for teaching practice and reform in primary and secondary schools.3. Teaching and research cooperation based on empirical analysis Teachers do research is also a clichéd topic. Years ago, Mr. Tao Xingzhi mentioned in the article "Teaching Unity" that teachers should not only master the teaching and learning methods, but also combine teaching and research. Because teachers are not hawkers, they can't just carry over other people's knowledge and sell it to students. If they just copy the teaching materials, or take other people's more mature experience and methods and teach them directly, without making appropriate modifications according to the characteristics of the students, or seldom combine them with their own teaching thinking and practice, and come up with original teaching methods and so on, they have become the traffickers of knowledge. It is difficult for such teachers to make progress, and even more difficult for students to make breakthroughs and innovations. So how do teachers do research? I remember earlier this year, the release of the documentary "Under the Bent Top" gained great attention. Not only because the selection of topics to hit the current ills, relevant to the life and health of each person, but also because the author of the film has a certain ability to investigate and analyze, clear objectives, informative information, progressive levels, self-contained logic. In fact, there are many similarities between educational research and investigative journalism: find the right direction, ask questions, investigate in the field, learn from multiple perspectives, verify with each other, analyze in depth, and publish conclusions. Influential news programs and valuable educational research also have a lot of **** the same point: the selection of the topic of the needle to depreciate the current situation, focusing on the hot spots in society and the development trend; put forward the problem of succinct but straight to the point; field investigation spared no effort, a long time rooted in the life of the typical examples of fresh and full of vitality; scientific research methods, the real, a large number of multi-faceted sources of data to carry out a scientific analysis. The "Internet Plus" enables teachers to obtain richer process data, makes it easier for them to use the tools of data analysis, and also brings the opportunity to carry out high-level LiYi research cooperation. While in the Internet era, data sources for educational research were mostly collected proactively to support small-scale routine research, in the "Internet Plus" era, the teaching and learning process supported by technology will naturally generate dataexhaust, which refers to the by-products derived from students' interactions with the Internet, such as login information, learning traces, learning data, and data analysis. The dataexhaust refers to the by-products derived from students' interactions with the Internet, such as login information, learning traces, interaction objects, and evaluation habits. These data are stored on the network platform, cell phone terminals and other smart devices, teachers can work with school colleagues, online growth circle partners, and even universities or Lee Research Institute of professional researchers to carry out in-depth, large-scale, time-spanning empirical research on these data, re-examine the teaching and learning from the perspective of big data, and discover new research issues. 4, based on the freedom of individuality of teaching and research technology Participation in the teaching process, data analysis of teaching optimization, empirical research, teaching and research cooperation, are the uniqueness of the "Internet +" era of professional development of teachers, however, technology, empirical evidence, data, analysis, etc. will not automatically produce a high level of professional development of teachers, in the final analysis, or need to maintain the teacher's independent thinking with a very rich personal characteristics. I used to participate in the LATTICE International Teacher Education and Research Organization in Michigan, USA. I remember that one of the speakers at LATTICE was the state's Outstanding Teacher of the Year, Martina, a social studies teacher at a high school. This "local master teacher" did not spend a lot of time to introduce her teaching philosophy and teaching model, but more from the country's education mechanism, the fundamental significance of the existence of the school, the current situation of teaching and reform methods and other dialogues with the audience. What impressed me most was that she led all the participants to think about: "What is the fundamental role of a school, what should students get from an ideal school, how to grow, your thinking or practice", and so on. Teachers sat around and wrote key words, drew flowcharts and shared good practices in relation to this tangent. That teaching and research activity gave me a deep impression that high-level teacher professional development activities are not equal to one-word lectures by famous teachers or exemplary sample lessons, and that teaching exchanges are in fact a collision of ideas without the need to reach a ****ing understanding. Experience sharing or learning from role models brings mostly imitation, data collection empirical analysis is mostly standardized, while free thinking and full of enthusiasm, it is possible to bring about creation. Qi Baishi sent a message to those who learn to paint: "He who learns from me lives; he who resembles me dies." Teachers' professional development in any era is a long marathon full of variables, which requires teachers' continuous enthusiasm, heartfelt desire, and a sense of achievement with students***, is a process full of personalized creation. The era of "Internet Plus" has arrived, penetration, integration, reorganization, and qualitative change. Teachers' professional growth is an eternal topic, the only wish to maintain an independent personality and thinking, *** adaptation, *** growth.