The Research Of Teachers' Cognition Of Classroom Teaching Role Under The Background Of Internet Plus

The connotation and denotation of teachers' role will be undoubtedly enriched and improved with the development of times.Therefore,only by constantly improving the understanding of job functions,will teachers truly become good promoters of educational informatization.Nowadays,with the advent of the "Internet plus" era,the classroom teaching role of teachers is bound to undergo some changes,therefore,a series of problems have been put forward,for example,what cognition should teachers have in the face of the new role?Is there a cognitive deviation between oughtness and isness?How should teacher's role be enriched and updated?To put forward and solve these problems is the prerequisite for promoting teachers to perfect their role and driving educational informatization,as well as the focus of this research.In this study,first literature research method was used to construct teachers'classroom teaching role of oughtness in theory under the background of "Internet plus".Based on this,the survey research method was used to investigate teachers' role cognition of isness by means of issuing questionnaires,which was supplemented by interviews.The questionnaire form centred on seven dimensions including teaching environment,teaching objectives,teaching content,teaching methods,teaching means,teachers and students,the questionnaire was compiled based on the specific content of role in theoretical construction,and eight demographic statistical variables such as gender,age and location were set,so as to learn the curent situation of teachers' role cognition under the background of "Internet plus".The study found that teacher groups need to strengthen their awareness of integrating network information resources,their willingness to learn network technological means is not strong,their ability of using big data to analyze teaching is deficient,and their consciousness of guiding students' individualized learning and meeting the emotional needs of students needs to be further improved.Furthermore,big deviation exists in the oughted classroom teaching role cognition of village teachers,non-normal students and teachers with low academic qualification from non-key middle schools under the background of "Internet plus".This study puts forward the following improvement suggestions in order to help teachers to adapt to the*"Internet plus" environment,and improve their role cognition of classroom teaching.First,starting from themselves,teachers should adapt to the Internet environment,take the initiative to embrace technology,strengthen their Internet thinking,improve their consciousness of using information resources,analyze the characteristics of students in the "Internet plus" era,and practice students-centred education.Second,starting from the professional development of assistant teachers,hierarchical and classificated training on teachers should be carried out,the Internet platform should be actively built,network-based teaching study on new and old teachers should be promoted,the input in classes of educational facilities should be improved,and the big data analysis model should be established.Third,starting from the government's optimization of the allocation of educational resources,educational input in towns and villages should be strengthened,and the gap in educational resources between ordinary secondary schools and key middle schools should be narrowed.