The Research Of Strategies In Big Data Environment On Accurate Assistance Of The Rural Teachers' Ability

Rural teachers are the most precious human resources for rural revitalization.A rural school needs to gain competitive advantages in educational quality,and the ability of rural teachers is the decisive factor.Nowadays,typical applications of web-based collaborative educational research,interactive teaching based on web-based platforms,and network learning space for every teacher have been expending.The nationwide teacher management system has also been fully operated,and big dates of teachers have gradually emerged.The deployment of the big data environment leads to the recording of massive amounts of data,which is from the teacher' work and study generated by the previously closed systems in rural schools.It is a major challenge facing the construction of rural teachers in the era of big data that excavating the values hidden in those recorded data and turn that into decisive information,which could be used to daily training and on-thejob training,“Job Rotation” policy as teacher management.This is the major challenges of rural teachers in the era of big data.Based on this,this paper attempts to answer the following questions: 1)Why do we have to build a big data environment for the teacher's assistance? 2)How to build a big data environment that serves the upgrading of rural teachers?By going over the national policy documents and existent research literature,this paper attempts to grasp “accurate assistance” rural teachers and the big data environment.Next,based on the field study in Quzhou City in Zhejiang Province,Wuxi City in Jiangsu Province.The field research work mainly focused on two aspects as the data platform was used as a carrier for constructing a big data environment.The use of teachers' interactive teaching platform,teachers' continuing education platform,and the typical data platform of the teacher's online learning space reprinting;on the other hand,research teachers and managers' attitude towards these platforms.Based on the field survey data,we analyzed the functions of the big data environment in teacher management,teaching and research,and teacher training,and sorted out the reasons why rural teachers' ability assistance failed to achieve "Accurate".The study found that,the national teacher management system is divided into two parts.1)It can achieve the scientific management of more than 15 million basic information for teachers.2)As a basic information platform,it can form a large team of teacher data with other teacher management platforms to optimize formulation of team management decisions;In teaching,the construction of a big data environment promotes the formation of a "diagnosis-style teaching and learning" model,thereby improving the ability of rural teachers in a targeted and planned manner;in the aspect of teacher training,the use of big data in all aspects The environment and "U-G-S" model help understand the subject appeals of the trainees and enable personalized training.However,due to the problems of data circulation and data literacy,there are "under-precision" phenomena in the support process.Specifically,the following three aspects are expressed: 1)Due to the lack of a unified data sharing platform for all departments,data sharing mechanism is not perfect,which restricts the flow of data and the effective docking between platforms cannot be achieved.2)The "missing" of big data analytics talent has led to the limitations of data collection and analysis.3)Because management teams often use administrative tools to promote various data platforms and ignore the needs of rural teachers,rural teachers have an imbalance in the use of data literacy and data platform enthusiasm.In conclusion,this paper hold the view that setting up a big data environment only opens a window for data collection of accurate assistance for the ability of rural teachers,which does not completely solve the problem The accurate assistance for the ability of rural teachers' ability still requires interconnection and data sharing among various data platforms,which provides a good data foundation for the integration and use of rural teachers' big data.1)By expanding the breadth of data collection,establishing a unified data sharing standard,and formulating a flexible data analysis indicator system to ensure the standardization of rural teachers' data collection,sharing,and analysis;2)Combining with big data analysis,formulating more scientific rural teacher training goals.Establish a comprehensive evaluation method for rural teachers,cultivate a professional team for big data analysis,and thus drive the reconstruction of rural teachers' ability evaluation system;3)Using mobile terminals to collect training needs of rural teachers and promote the decision-making of rural teacher training programs.The "limited case" changes to "based on comprehensive data" and constructs the O2 O teacher training model,which ultimately promotes the shift from experience to fine,personalized and collaborative training modes and methods.