Research On Teachers' Professional Development In Cross-border Ethnic Areas Under The "Internet+" Era

The Internet has shaped the image of people from an educational perspective.Under the background of rapid development of the Internet,the development of education is faced with a change in the way from the traditional teaching method to the teaching model of adapting to the Internet.Therefore,as a teacher of the main force of education development,promoting their professional developm ent will inevitably become an important part of the development of education modernization.Then,in the era of "Internet +",facing changes in the educational environment,how should teachers combine "Internet +" with their professional development? How to make full use of the Internet to promote their professional development? And how to improve their information literacy? All these questions are issues that need to be mainly studied in this paper.The cross-border ethnic groups living in the border areas of Yunnan will be integrated into the construction of China's border areas and the education in cross-border ethnic areas will also become a significant part of promoting the "Belt and Road" construction and the development of border areas.Therefore,teachers will be indispensable in this process.It will be beneficial to the development of educational undertakings in cross-border ethnic areas to enhance the professional development of teachers.Research on the professional development of teachers in cross-border ethnic areas in Yunnan will also be of great referential significance for the development of teachers in other cross-border ethnic areas in China.The development of education in cross-border ethnic areas faces the complex situation of cross-border and multiple nationalities.In the new era,the contradiction between the "openness" of "Internet +" and the relative "closeness" of cross-border ethnic areas is highlighted.How to use "Internet +" to make cross-border ethnic education break through the original dilemma and achieve leap-forward development has become a key issue of this topic.Under the background of "Internet +",the professional development of teachers in cross-border ethnic areas has new connotations,new features,new challenges,and also faces new opportunities.Teachers in cross-border ethnic areas should seize opportunities,actively respond to challenges,continue to conduct professional studies,adapt to the requirements of modernization reform in China's education field,and contribute to the development of national education by enhancing their professional quality and improving their teaching quality combining the specific conditions of the local cross-border ethnic education.In this study,teachers from cross-border ethnic areas in Yunnan were selected as survey subjects and questionnaire survey and interview methods were used to conduct on-the-spot investigations on the status quo of teachers' professional development.In addition,the research obtained first-hand information on the status quo of teacher professional development in cross-border ethnic areas and discovered the practical problems existing in the professional development of teachers in cross-border ethnic areas,and reflected on the reasons for the problems and the corresponding development path of them.Firstly,this study expounds the reasons for the selection of the topic,the research value and significance,as well as the core concepts of "Internet +",cross-border ethnic groups,and teachers' professional development,and proposes the research ideas and the framework.The existing researches of the professional development of teachers in cross-border ethni careas have been combed and analyzed.Secondly,starting from the new connotation of teachers' professional development under the background of "Internet +",this paper gives an analysis on the professional development of teachers from the perspective of "Internet +",and analyzes the new characteristics of openness,diversity,creativity and others of teachers' professional development under the background of "Internet +".Based on the results of field investigations in Yunnan's cross-border ethnic areas,the paper presents current situation of teachers' profes sional development in Yunnan's cross-border ethnic areas and particularly introduces the basic situation of Yunnan's cross-border ethnic groups and the geographical overview,ethnic characteristics and education of cross-border ethnic groups.Characteristics and education.Through questionnaires and interviews,this paper analyzes the problems and causes of teachers' professional development in cross-border ethnic areas,mainly from the three aspects of teachers,schools and education departments.In terms of teachers,they have a weak sense of self-directed learni ng and information quality;in schools,some of them have inadequate network infrastructure and lack the mechanism to encourage teachers to develop independently;in the education-related departments,the education model of "Internet+" has not propagandized enough in schools,and there is no policy guarantee mechanism and so on.Finally,according to the problems existing in the professional development of teachers in cross-border ethnic areas,specific countermeasures and suggestions are put forward in the paper based on the theoretical basis of teachers' professional development.Teachers need to establish a sense of lifelong learning,constantly improve their information literacy,and transform their traditional educational concepts;schools should enrich teachers training content such as school-based training,and provide a good network platform for teachers' professional development by improving school network infrastructure;education-related depart ments should improve training policies,increase publicity on Internet education concepts,improve educational resource service platforms and support the development of teachers' information technology.Moreover,they should encourage the development of national educational resources,and promote the spread of national culture.The professional development of teachers in cross-border ethnic areas should handle the relationship among teachers,schools and education departments properly,and build a three-dimensional network system of teachers,schools and education departments that can promote the professional development of teachers.