Research On The Current Situation And Countermeasure Of The Construction And Application Of Network Learning Space In Primary And Secondary Schools

Informatization of basic education is the cornerstone of improving national information literacy and the most important part of informatization of education.At the present stage,education informatization tends to further promote the direction of application.The application of network learning space provides a new opportunity for teachers' professional development,realizes the integration of data,changes the teaching and learning methods,and innovates the educational management mode.Especially,it plays a decisive role in promoting the "building and sharing" of high-quality educational resources.Based on the research on the status quo of the existing network learning space in primary and secondary schools,and the lack of literature resources for systematic research on the network learning space of primary and secondary school teachers,in order to better promote the in-depth application of teachers' network learning space,the author mainly does the following research:In order to clarify the overall situation of the construction and application of teacher's online learning space in primary and secondary schools,the author selected three regions in eastern,central and Western China,taking primary and secondary school teachers as the research object,and carried out a survey on the construction and application of teacher's online learning space,in order to understand the specific construction and use of network learning space in various places.The research mainly focuses on the construction of teachers' space infrastructure,the construction and application of teachers' space function,teachers' willingness to use space,and the role of space application.Firstly,by investigating the construction mode,space completion rate,space flux and space construction platform of teachers' space in different regions,the purpose is to understand the overall situation of space construction.Secondly,the degree of perfection of spatial function,the difference of construction of spatial function in different regions,the difference of application of spatial function in different disciplines,and the difference of application of spatial function in different regions are all related to the comfort of space use of teachers themselves,and also determine the application of spatial function of teachers.Thirdly,teachers' willingness to use space is positively correlated with the frequency of use.The stronger the willingness to use space,the higher the frequency of use of space.The weaker thewillingness to use space,the lower the frequency of use of space.And through the comparative analysis of teachers' willingness to use space in different regions,teachers' willingness to use space in different disciplines and teachers of different teaching ages,it is found that the willingness to use space is different in different regions,disciplines and teachers of different teaching ages.Fourthly,through sorting out the main uses of space functions(such as class culture construction,resource sharing,teaching application,home-school communication,network research,etc.)which teachers usually use to further clarify the support of space applications for teaching,it can be highly summarized as three points: promoting the reform of education and teaching methods,helping the development of teachers' own abilities,and promoting education informatization and education research.The integration of education and teaching.Through the investigation and analysis of the present situation of teachers' space construction and application,it is found that there are still some problems in teachers' space in primary and secondary schools,such as abundant space resources,low retrieval accuracy,unreasonable design of existing space functions,poor user experience,weak awareness of teachers' use of space,no substantial change in teachers' teaching mode,lack of necessary methodological guidance and emptiness.There are many problems such as different platforms for construction,inadequate data exchange and sharing,inadequate space training for teachers,poor application effectiveness,inadequate incentive mechanism for space application,inadequate motivation for teachers,uneven construction level of space infrastructure network facilities,limited staffing of schools,and lack of corresponding technical support,which lead to the application of existing teachers' online learning space flowing into the classroom.In the form of "rebuilding construction while neglecting practicality" has become the bottleneck of teachers' space application,such as shallow application,weak interaction and insufficient overall effect.Therefore,in order to better promote the application of space in teaching,according to the existing problems,this study puts forward applicable,practical and feasible solutions,such as improving the screening mechanism of space resources,promoting the co-construction and sharing of high-quality resources,optimizing the existing functions of space,adapting to userexperience,fostering typical cases of space application by teachers,increasing publicity and promoting the use of competition.Encouraging teachers to actively engage in space teaching and to determine the unified spatial data standards,to realize data exchange and sharing,to pay attention to space application training,to enhance teachers' spatial awareness and application ability,to clarify the incentive mechanism for space application,to ensure everyone's participation,to strengthen the construction of basic school network facilities,to ensure teachers' normal application of space,etc.,so as to further promote the network learning space.Improving and formulating relevant policies to provide basis and suggestions.