Problems And Countermeasures In The Application Of Teacher's Personal Cyberspace

As an important constituent part of “Three Communication Two Platforms”,learning the inner workings of Cyberspace embodies the characteristics of a webified,digitized and personalized user medium.As a new learning environment,it provides support for the reform of the methods of teaching and learning.By the end of December 2018,the National Public Platform of Educational Resources has opened 12.52 million Teacher Spaces,6.05 million Student Spaces,5.56 million Parents' Spaces and 400,000 School Spaces.Teachers,as practitioners of information technology,can promote the application of the Student Space,Parents Space and Institutional Space if they try it out first.This learning cyberspace is gradually encompassing aspects of all the teachers and students,and therefore,deeply understanding its capability,Teachers' Personal platform will greatly benefit the significance to the infrastructure of Learning Cyberspace.Based on this background,it's necessary to profoundly explore which ways the Teachers' Personal Cyberspace can be implemented,such as analyzing existing questions of purpose and proposing strategies on how to reinforce its utilizations.This article has put into order the structural and functional application of the Learning Cyberspace,Personal Learning Environment,Personal Learning Space,Teachers' Personal Cyberspace at home and abroad,using the method of article analysis.This paper,in combination with related literature,joined with my own understanding,defines the concept of Cyberspace and Teachers' Personal Cyberspace.Meanwhile,analyzed the structure and function of CyberSpace and Teachers' Personal Cyberspace.Research suggests that Cyberspace is composed by the human,with the computer then embodying the information gathering and processing,while lastly,integrating this data and distribution,creating a mutual communion.At the same time,the evaluation policy of the teacher'spersonal cyberspace is established to evaluate the quality of teacher'sspace application.Teachers' Personal Cyberspace is a teacher-centered Cyberspace,with its structure and function reflecting the professional characteristics of its teachers.The Teachers' Personal Cyberspace is a hybrid composition of a teacher,consisting of personalized toolsets,personal resources network,and a personalized service flow.It embodies the gathering and management of resources,the sharing and creation of knowledge,exchanging and sharing of wisdom,all the while promoting teaching programs and organization.In combination with the theoretical analysis of the function of teachers' personal cyberspace,and the formulation of evaluation criteria,this paper takes the Teacher's personal cyberspace in the Public Platform of Educational Resources of Keqiao District,Zhejiang province as an example to analyze the specific functional modules of the Teacher's Personal Cyberspace.The modules include a resource center,learning outcome,message center and my teaching.During the process of research,the quantity and quality of each applicational role of Teachers' Personal Cyberspace were analyzed with the methods of statistical analysis and qualitative analysis by getting platform and web-based data.The study summarized existing problems of Teachers' Personal Cyberspace that include insufficient accumulation of external resources,and inefficiently managed resources.The knowledge creation lacks the characteristic,insufficient subject knowledge sharing.The form of communication is a little simplification,lacking of in-depth discuss.in the infrequent use of the teaching program,leading to the Teaching Space not being normalized.Meanwhile,interviews were conducted with teachers and relevant personnel in Keqiao District.This study summarizes the following reasons: Firstly,the platform resources are not systematic,the teachers lack the awareness of resource classification.Secondly,Teachers' professional skills training are insufficient,and/or there is no greater willingness to share knowledge.Thirdly,the communication function in space is incomplete,and the teachers lack initiative.And lastly,teachers do not have a clear understanding of the teaching space program.According to the causes of the problems,this study proposes the following strategies: First,strengthening resource construction and improving the management of them.Second,increasing the training of professional skills and establishing a sharing incentive mechanism.Third,form multi-dimensional mechanism to jointly promote in-depth exchanges.And finally,innovating a teaching mode and realizing the normalization of the teaching space.By adopting the above strategies to promote the in-depth operation of Teachers' Personal Cyberspace and providing a standardized guidance for theuses of the Teachers' Personal Cyberspace in the future,this can further accelerate the construction of educational informatization.