The Study On Construction And Application Of Teachers’ Space Based On Education Cloud-Platform In Primary And Secondary School

Since proposed in 2012, the "Three-Application and Two-Platform" project has played a crucial role in promoting the development of China’s educational informationization. Among them, the "E-Learning Space through Everyone" is to make the specific information technology hardware construction and software construction assigned to individuals, which not only accelerates implement the national and regional educational application of information technology, but also helps to obtain substantial effect of teachers and students’development of personal information. E-Learning Space provides a digital learning environment and offers resources push service for teachers and students, to achieve users mutually cooperating. Under the national and regional vigorous promotion, the rate of E-Learning Space has rapidly increased in a short term, and covered all teachers and students gradually. Teachers are practitioners who take information technology into the classroom. Only when teachers try first and use first, they can drive students, parents and the educational institutions to construct and apply their E-Learning Space, and can achieve the goal of everyone possesses space and everyone applies space. Therefore, the construction of the Teachers’space has become the actively pursuing development goals for the primary and secondary schools information technology construction. However, how to build the Teachers’ space, and how to use space services for teacher educating and teaching, it still make regional educational administrative departments and teachers confusing, and it also need us to practice and explore continuously.In consideration of the area and the school has not summarized and analyzed the spatial construction and application model, this paper uses case study approach, taking into account the personality of teachers, several aspects of self-positioning, disciplinary literacy and information technology requirements, etc. Through a representative teacher’s typical space analysis, this paper tries to understand their construction process, consider their specific approach, in order to find similarities and differences in the specific practices.There are six sections in this paper. The first section about introduction is the basis points, it explains the background and significance of this research, and related research results on E-learning platform and Teachers’space at home and abroad. It confirms the contents, methods and ideas of this article;The second section is the practical basis of the whole article. It accesses to basic data space construction and application through questionnaires, understands the teacher’s real thoughts through field interviews, and analyzes the regional situation and Primary and Secondary School teachers in space construction problems, teachers functional requirements for space and platform;The third section is the theoretical basis. It explores the relationship between space and the physical space of the teachers, expounds the connotation of teachers’ space. From a practical educational activities view, it analyzes the teachers’functions of the space respectively. These functions are:to support the teacher educating and teaching, to support teachers’ professional learning and development, to support interaction and teaching management, and to construct space structure mode. The five modules includes personal information, instructional support, professional development, teaching management, interaction. At the end of this part, it describes the significance of space construction.The fourth section is the core of this study. To reflect typical and representative space, the author track four categories of characteristics of space to understand their construction process, analyze and summarize the similarities and differences between the four points and get some inspiration from the four space construction case studies. They are the "space construction and teacher to lead", "space construction and professional growth" and "space applications and extracurricular preparation", "space applications and classroom ". Those inspiration are:teachers’ personal space construction should be guided by regional schools which should carry out some applications of information technology; teachers should be formed by the self-organized groups to meet their own information demands; teachers’ personal space construction should also reflect the personality of teachers and subject characteristics.The fifth part is countermeasure. From the overall development of regional educational informatization level, this section proposes four suggestions which includes top-level design, mechanism innovation, organizational space appraisals and construction specification standard. From school level, this section proposes to carry out school-based training, the construction team composition, organization information technology demonstration activities and priorities, lessons learned, etc. From the level of teacher’s own practice, this section proposes to develop individual construction and application program, with its own development of educational information needs. These three countermeasures are proposed from top to bottom, and promote each other.The sixth part summarizes the research work of this paper at the beginning, and then indicates the insufficient which leaves to be improved and the direction for further research.