Let's not rush to give an answer to this. What I want to say is that the current "big data" environment, in fact, will bring us primary and secondary school teachers how to bring the impact? In this context, how will we respond? In a nutshell, that is to say: the Internet "big data" background of education, we are ready?
In today's world, it is natural for students to use the Internet to complete their homework, because they are the original inhabitants of the Internet world, and the post-50s and post-60s are, at best, immigrants to the Internet world. The problem is that primary and secondary school teachers of the post-90s, post-80s, and post-70s, who were also aborigines, or at least the first immigrants, actually lack a clear understanding of the source of students' knowledge in the context of the Internet, and I'm afraid that the so-called "may get laid off" is no longer an alarmist's statement.
What we need to understand is that in the age of big data, teachers will not have any advantage in the knowledge level, and when students are faced with a huge ocean of knowledge on the Internet, the teacher's half-barrel of water is completely meaningless. The significance of the teacher's existence is to construct a bridge between knowledge and ability, this bridge is called training. Therefore, the future of the teacher's possible sports coach type, need to develop one-on-one training programs for students.
In the context of big data, the ability of reading and propositioning as a teacher's basic skill has been slowly weakened. If Thoreau were alive again, I'm afraid he would have sent out the sentiment that people not only invented tools, but also made themselves the tools of the tools. This is the teacher stands in the sense of "human" attributes, facing the embarrassment of the era of big data.
People's knowledge in the barbaric era came mainly from life, from nature and society; slowly, people learned to write, books, books became the source of people's knowledge; and then down the line, there is a teacher, there is a school, people's knowledge, from the teacher and the classroom there. With the development of time and technology, radio, radio, television, computers, the Internet, the source of knowledge is more and more channels. So slide projectors, radios, tape recorders, TVs, computers, the Internet, electronic whiteboards, and micrographic teaching techniques came into the classroom and left the classroom one by one.
With the development of technology, we pay more and more attention to the integration of information technology and the curriculum, to today, there are MOOC, micro-courses, flipped classroom, online classroom, especially after the emergence of smart phones, students' knowledge, no longer have to rely entirely on books, teachers or classrooms. In particular, the emergence of social circles and self-media, such as blogs, microblogs, WeChat, and APPs, has made it easier for people to gain knowledge.
Changes in learning styles inevitably bring changes in teaching and management styles. Sadly, in this era of big data, our educational management ideas, educational concepts, teaching techniques, still stuck in the agricultural era, or even primitive period: a spell of time, swimming sea of questions, sign in at work, sign away from work, and work during the endless inspections, briefings. The administrators have shifted their efforts more to the preparation of notes checking, push the door to listen to the class, teaching quality analysis (in fact, it is a meeting of praise and criticism) on.
"The king of Chu is a fine man, and the palace is full of starving people." Teachers, too, have to focus on coping with these inspections and tests, and very few of them still have the energy to spend on researching students, teaching materials, and classrooms, not to mention researching education. At the same time, as the teachers' basic skills of reading, the ability to proposition has long been slowly weakened, we almost embarrassingly fell into a left reference materials and computer networks can not teach the situation.
In this network society, on the one hand, the information we get is often fragmented, fragmented. In terms of reading alone, there is no depth to our reading, and our reading is more of a "light reading" style. Isn't microblogging just one sentence? Moreover, this sentence is often not connected, is that the longest sentence is not more than seventy words - ask: even this sentence, how many of us, how often we can patiently slowly deduce it? The person who writes it usually doesn't, and the person who reads it even less so. We focus on the sharp, alternative words that grab people's attention, and so the headline party emerges.
In such a scenario, are teachers and schools still the authority and temple of knowledge? In the era of big data, how can we teachers be teachers?
Teachers in the context of big data to go into the network
Education in the context of big data, in many cases, is to use online technology. For example, online education, PK school (the first competition-based learning platform, fun and exciting, stimulate interest, efficient and effective, the achievement of master teachers, online learning from PK school to start), as a form of teaching, we are afraid that in the design and production of the important is not only technology, but more importantly, to change our education and teaching concepts, and to use this to influence the student's concept of learning and the concept of life.
In such a context, we must go into the network, pay attention to the network of new developments, new knowledge, new technologies, new ideas related to the subjects we teach or even unrelated. Otherwise, we immigrants are blocked from communicating with those who are indigenous. Even if the words "屌丝", "打酱油", "油菜花", and other words on the Internet seem to be superficial, if we do not go into the network, we will always be a "rookie" in front of the aborigines. Only a "rookie", even if it is such a low level of things, if we do not know, will affect our educational behavior and the specific circumstances of the students to match.
On the other hand, we must go from the front of the stage to the back of the screen as much as possible, from the front of the screen to the back of the screen. If we really want the students' intelligence to be fully realized, we have to go behind the scenes and give them real help and support, or silent support. The so-called "from the front of the stage to the back of the curtain", that is, as far as possible to let the students really become the master of the classroom, and you become his helpers, influencers. And "from the front of the screen to the back of the screen" emphasizes the development and design of the curriculum.
In the context of big data, we are no longer the controllers of knowledge, and in many cases we are even one step or more behind the students. Our strengths may only be our experience and experience, however, this is exactly what is lacking in our students and what they need the most. Maybe we can have an impact on the students here, that's all.