Supply-side reform is not only a matter of the economic field, but also a matter of education. The core of education supply-side reform is to expand the supply of quality education resources, optimize the allocation of educational resources, and provide more and better educational choices for educators, thus solving the problem of education. To promote reform of the supply side of education, there must be a team of teachers with higher quality and higher ability to adapt to this reform.
Teachers' knowledge is generally composed of two parts, namely explicit knowledge of content orientation, including subject content, subject teaching method, curriculum, pedagogy, psychology and general culture, and tacit knowledge of practice orientation, including curriculum knowledge. , teaching design knowledge, teaching process knowledge, organizational management knowledge and interpersonal knowledge. The tacit knowledge of practice orientation was formally proposed by Albez in 1981 and is called practical knowledge. The teacher's practical knowledge is about how to teach and how to support students' knowledge. It is the knowledge that determines the behavior of classroom teaching. It is the core knowledge to guarantee the degree of teacher specialization. Because of the tacit knowledge, it can only be practiced through daily teaching. Informal forms of learning such as creation and reflection can be obtained and nurtured. Therefore, the cultivation and development of practical knowledge has always been one of the difficulties in teacher education, and it is also the key to the reform of the supply side of teacher education.
Currently, we are in a big data era. The results of the series of classroom teaching behavior big data broaden the ideas and ways to break the education imbalance: not only can the education of the quality of education resources be optimized, the optimization of educational resources allocation and other macro-transformation ways to solve the imbalance of education, but also At the micro level, through the precise improvement and optimization of teachers' professional ability, the quality of education supply is improved to solve the phenomenon of uneven education.
Optimizing teaching and learning in the classroom has always been the core appeal for deepening the comprehensive reform of the basic education field and the professional development of teachers. It is also the core task of the reform of the supply side of the teacher education. However, in the absence of the role of the “microscope†of big data, we often only rely on personal experience and educational values ​​to find optimized points of action, and it is difficult to focus on the real classroom teaching and learning shortcomings. Using big data analysis methods and techniques, we can help us discover the real shortcomings in classroom teaching, develop professional development public services for teachers in primary and secondary schools, improve the knowledge management methods such as teacher-apprenticeship in primary and secondary schools, and use classroom-based teaching through innovation. Behavioral big data classroom observation methods and techniques, teaching reflection methods and techniques, knowledge construction methods and techniques, and knowledge management methods and techniques, in the practice community to strengthen knowledge circulation, knowledge dissemination, knowledge transfer, knowledge diffusion and Knowledge innovation and other means, targeted implementation of supply-side reform.
The education big data perspective is not only the actual problems mentioned in the case, but also provides us with a new idea of ​​instigating the supply side reform of education, that is, effectively promoting the structural adjustment of teacher training and training, and correcting the distortion of the configuration of related elements. Improve the adaptability and flexibility of the supply structure of teachers' professional learning and training and training. Big data on classroom teaching behavior will play an increasingly important role in the reform of teacher education supply side.
(Author: Tsinghua University)
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