What should professional teachers do in the era of big data?

With the emergence of the big data era, some people have predicted that with the emergence of MOOC, micro-classes, PK classrooms and other network-based teaching forms, we primary and secondary school teachers may be laid off. Is this alarmism?

We should not rush to give an answer to this. What I want to say is, what kind of impact will the current "big data" environment have on our primary and secondary school teachers? In this context, how will we respond? In a nutshell, that is to say: Are we ready for education in the context of "big data" on the Internet?

Today, it is natural for students to use the Internet to complete homework, because they are natives of the online world. Those born in the 1950s and 1960s are just immigrants in the online world at best. The problem is that primary and secondary school teachers born in the 1990s, 1980s, and 1970s who were originally aborigines, or at least the first immigrants, actually lack a clear understanding of the source of students’ knowledge in the Internet context. I am afraid that the so-called "may be laid off" The rhetoric is no longer alarmist.

What we need to understand is that in the era of big data, teachers will have no advantage in terms of knowledge. When students face the huge ocean of knowledge on the Internet, the teacher’s half-full bucket of water is completely meaningless. The meaning of a teacher's existence is to build a bridge between knowledge and ability. This bridge is called training. Therefore, future teachers who are likely to be sports coaches need to develop one-to-one training plans for students.

In the context of big data, reading and propositional abilities, which are basic skills for teachers, have been slowly weakening. If Thoreau was reincarnated, he would probably lament that people not only invented tools, but also made themselves the tools of tools. This is the embarrassment teachers face in the era of big data in the sense of their "human" attributes.

In the barbaric era, people's knowledge mainly came from life, nature and society; slowly, people learned to write and had books, so books became the source of people's knowledge; further down, people appeared Teachers, with schools, people’s knowledge comes from teachers and classrooms. With the development of the times and technology, with the advent of radio, radio, television, computers, and the Internet, people have more and more sources of knowledge. So slide projectors, radios, tape recorders, televisions, computers, the Internet, electronic whiteboards, and micro-teaching techniques entered the classroom one after another, and left the classroom one after another.

With the development of technology, we pay more and more attention to the integration of information technology and courses. Today, with MOOCs, micro-classes, flipped classrooms, and online classes, especially with the emergence of smartphones, students knowledge, you no longer have to rely solely on books, teachers or classes. In particular, the emergence of social circles and self-media such as blogs, Weibo, WeChat, and APPs has made it easier for people to obtain knowledge.

Changes in learning methods will inevitably bring about changes in teaching methods and management methods. Sadly, in this era of big data, our educational management ideas, educational concepts, and teaching techniques are still stuck in the farming era, or even the primitive period: blindly fighting for time, swimming in a sea of ??topics, signing in at work, signing out after get off work, and There are also endless inspections and notifications. Managers shift more of their energy to checking lesson preparation notes, attending lectures through door-to-door lectures, and analyzing teaching quality (actually praising and criticizing during meetings).

"The King of Chu has such a thin waist that many people starve to death in the palace." As for the teachers, they have to focus on dealing with these inspections and assessments. Few of them have the energy to study students. , textbooks, and classrooms, not to mention research education. At the same time, the ability to read and write propositions, which are the basic skills of teachers, has slowly weakened. We have almost embarrassingly fallen into a situation where we cannot teach without reference materials and computer networks.

In this network society, on the one hand, the information we obtain is often fragmented and fragmented. As far as reading is concerned, our reading no longer has depth, and our reading is more of a "shallow reading" style. Isn’t Weibo just one sentence after another? Moreover, these sentences are often not connected. Even the longest sentence cannot exceed seventy words - let me ask: How many of us and how long can we handle even this sentence? Why don't you think about it carefully? People who write generally don't know how to do it, and people who read it even less know how. We focus on eye-catching, sharp and alternative words, so clickbait appears.

Under such circumstances, are teachers and schools still the authority and palace of knowledge? In the era of big data, how do we teachers be teachers?

Teachers in the context of big data must walk into Network

Education in the context of big data often relies on network technology. For example, online education and PK School (the first competition-style learning platform in China, which is fun and exciting, stimulates interest, efficient and fast, and makes famous teachers, online learning starts from PK School). As a form of teaching, when we design and produce, it is important I'm afraid it's not just about technology, but more importantly, it's about changing our educational and teaching concepts, and using this to influence students' learning concepts and life concepts.

In this context, we must go online and pay attention to new developments, new knowledge, new technologies, and new ideas on the Internet that are related to or even unrelated to the subjects we teach. Otherwise, communication between us immigrants and the indigenous people will be blocked.

Even Internet terms such as "diaosi", "making soy sauce" and "rape flower" may seem superficial, but if we don't enter the Internet, we will always be just a "rookie" in front of the indigenous people. Even if we don't know anything about such low-level things, it will affect the matching of our educational behavior with the specific situation of the students.

On the other hand, we must try our best to go from the front to the backstage, from the front to the screen to the back. If we really want students' intelligence to be fully demonstrated, we have to go behind the scenes and give them real help and support, or silent support. The so-called "going from the front to the backstage" means trying to make students truly the masters of the classroom, and you become their helper and influencer. "From the front of the screen to the back of the screen" emphasizes the development and design of courses.

In the context of big data, we are no longer the controllers of knowledge. We are even one or several steps behind students in the face of much knowledge. Our advantage may only be experience and experience. However, this is exactly what students lack and what they need most. Maybe what we can have an impact on students is here, and that’s it.