Change the "emergency action" to "constant need"

Since the outbreak of the new crown pneumonia epidemic in early 2020, we, who were once fond of offline traditional teaching, may have been confused, questioned, or even resisted in the face of the sudden arrival of online teaching, but could only accept and conform to the general trend. During this period, many primary and secondary school teachers have gone from passive to conscious, trying to explore a wealth of online teaching models, raising the importance of education informatization from all walks of life, and opening up a new field and space for school education.

The new crown pneumonia epidemic has been spreading since early 2020 and will most likely become a long-term problem. Online teaching is both an emergency measure to combat the epidemic and has become a constant need, becoming the way forward for the future development of education informatics. Abandoning the traditional mode of thinking, accepting the new paradigm of thinking, from educational philosophy, and values to educational behavior, and educational system, and establishing a complete set of "online + offline" dual-line teaching thinking models is an important task for teachers in the new era and will allow us to win in the future development of education.

The value of online teaching

"Online teaching" is not a new concept. Before the outbreak of the new pneumonia epidemic, it was mostly carried out in the form of catechism and micro-classes. During the epidemic, large-scale emergency distance learning models such as live and on-demand teaching emerged, and online teaching took on a multi-tone ensemble form. Compared with traditional offline teaching, online teaching has irreplaceable advantages.

First of all, online teaching breaks the limitation of time and space and can realize the supply and innovation of educational resources. With the support of Internet information technology, online teaching breaks through the field limitation of classrooms and eliminates the time barrier of learning materials, so that students can integrate different types of e-learning resources at different times and learn anytime and anywhere. Schools and teachers break through the inertia of education service supply and can fully integrate online education resources to provide students with more convenient, intelligent, and personalized teaching and guidance.

Secondly, online teaching breaks through the barriers to the flow of educational resources and can optimize the structure of educational resources. Online teaching can narrow the gap between developed and weak areas, and realize the construction, integration, and sharing of education resources more efficiently. Where the network can cover where quality education resources can be reached, which provides a strong guarantee for the fair and quality development of basic education. At the same time, through the formation of master teacher mentoring teams and online thematic teaching and research, collective lesson preparation, and other activities, teaching and research departments at all levels can break down the barriers between regions and schools, change the situation of "teaching independence, teaching self-importance, and eventually lead to teaching self-bondage" of teachers in various disciplines, and realize teachers' intercommunication and mutual learning, which is more conducive to the professionalism of teachers. The overall improvement of teachers' professionalism.

Finally, online teaching supports teaching decisions based on data, which can help students' personalized development. At present, many online teaching platforms can realize data records of the learning process and results. With the help of the whole process and accompanying data collection, analysis and summary, teachers can grasp students' learning status and effect more comprehensively and, realize accurate teaching before class, targeting during class, and timely support after class, to teach students according to their abilities and promote their personalized development.

The real dilemma of online teaching

In the course of the class inspection, we found that there are still many problems with online teaching, which can be summarized in two main aspects.

The "dilemma" of teachers' teaching concept. As an activity, teaching mainly consists of two actors: "teachers" and "students". The different views on the actors not only reflect the different values of teachers but also give rise to different online teaching models. Some teachers believe that teaching is teacher-oriented and the teaching process is mainly the transmission of knowledge, so online teaching is based on the one-way output of teachers "filling the classroom" and "monitoring" whether each knowledge point is successfully transmitted from one end of the network cable to the other through the camera. The teachers are nervous and the students are under great pressure. Some teachers believe that teaching should be student-centered and pay more attention to the meaning of "learning" in teaching activities. Teachers who hold such a view usually try to weaken the dominant position of "teaching" and narrow it down to the creation of a learning environment and the supply of learning resources, pushing online learning resources to students without secondary development and individual construction, which makes teaching arbitrary and less effective. The effect is not satisfactory.

In 2014, the Ministry of Education's "Standards for Information Technology Application Skills for Primary and Secondary School Teachers (for Trial Implementation)" advocated the enhancement of teachers' skills and literacy, planning and preparation, organization and implementation, assessment and diagnosis, and learning and development at two levels: basic requirements (i.e., technology optimizes classroom teaching) and developmental requirements (i.e., technology transforms learning styles). assessment and diagnosis, and learning and development. However, teachers' ability to optimize classroom teaching and learning with technology far outweighs their ability to transform learning with technology. Teachers' ability to use online learning spaces and tools for online teaching and learning is weak, and there is a relative lack of lesson planning and resource preparation, and not many regular applications of technology to facilitate students' independent cooperative and inquiry learning and to support assessment and diagnosis.

Online teaching has changed from an "emergency"

The realistic way to become a "constant need"

With the normalization of the epidemic, the impact of online teaching on school education is destined to continue, and the previous pattern of relative separation between offline and online teaching will be broken, and integrated teaching will emerge and emerge. Between such blueprints for educational change and the reality of change, teachers play an important role as actors of change. "The success or failure of educational change depends on what teachers think and do, and that's how simple and how complex it is." If online teaching is to be truly transformed from an "emergency" to a "constant necessity," the root lies in the overall improvement of teachers' conception of teaching and information literacy; at the same time, teachers, as professionals with established teaching ideas, teaching philosophies and teaching methods, are the most important actors in the transformation of their communities and schools. At the same time, teachers, as professionals with well-established teaching ideas, teaching philosophies, and teaching methods, are also deeply influenced by their teacher groups, schools, and societies in which they live in terms of their attitudes and implementation of online teaching.

First, a change in the concept of education and teaching is a prerequisite.

In the context of basic education curriculum reform, teachers' correct view of teaching and the teacher-student concept important prerequisites for effective online teaching. On the one hand, it should be clear that the ultimate value orientation of online teaching is to establish moral education. Online teaching has the advantage of Internet information technology that is not available offline, and its technical value should be manifested in the ultimate value of realizing moral education. The technical advantages of online teaching should become a "tool" to promote the comprehensive development of students; likewise, its technical disadvantages should not become an "excuse" for teachers to shirk their responsibility for moral education.

On the other hand, the relationship between "teaching" and "learning" should be viewed correctly. Teaching is unique, and "teaching" and "learning" are mutually dependent on each other, and the absence of any one of them will make teaching activities cease to exist. Teaching is the learning activity of students under the guidance of teachers, who are the main body; "learning" is the main body under the guidance of "teaching", and "teaching" is the main body of "learning". The "learning" is the subject under the leadership of the "teaching", and the "teaching" is the domination of the "learning". We should not only focus on students' online learning process but also emphasize the leading role of teachers in this process, whose online teaching design and the quality of secondary development and utilization of educational resources profoundly affect students' learning effect. Based on this view of online teaching, teachers will not be lost in the quagmire of information technology affecting teaching efficiency, will not lose control of the online classroom, and can truly achieve "neither rejection of technology nor technology-only, being excellent teachers in the real world, but also qualified educators in the digital world".

Second, regional structural arrangements and support are the core.

Online teaching is a systemic issue, far beyond the teacher's ability to do it alone. Teachers are affiliated with schools, and schools are nested in regions, so the structural arrangements and support of regional education administrations profoundly affect teachers' online teaching activities. The practical experience of cities in Shandong province, including Jinan, shows that the effective implementation of online teaching and learning is due to the careful deployment, rapid implementation, and strong support within the region. In terms of organizational leadership, the regional organizational structure is planned, the relevant responsible persons and job responsibilities are clear, and the work implementation plan is specific so that teachers do not carry out online teaching without a clue and in a disorganized manner. In terms of professional guidance, teaching and research departments at all levels can coordinate regional educational resources, issue guidance on online education and teaching, establish an online class inspection system, and set up a master teacher guidance team to control the scientificity, rationality, and standardization of teachers' online teaching plans, teaching contents, and teaching implementation, so that online teaching can achieve "online without reducing quality and home without reducing efficiency The online teaching can achieve "online not to reduce quality, home not to reduce efficiency". In terms of technical support, the region can widely liaise with network technology departments and enterprises to provide information technology support to teachers to ensure the smooth operation of the online teaching platform.

In the future, the normalized development of the "online + offline" hybrid teaching model requires more organizational support, professional leadership, and support for the standardization and updating of online educational resources. All departments in the region need to continue to give full play to their functional advantages, link up, and form a synergy to help the continuous development of online teaching.

Third, school information leadership is the key.

Online teaching has shifted from a forced "emergency" to an active "constant need", and whether teachers can actively and consistently participate in the exploration process of online teaching is greatly influenced by interpersonal interactions within the school. Research has shown that principals' support for teachers' IT development, as the "significant other" in their interpersonal interactions, has a significant positive impact on teachers' online teaching efficacy. In the face of online teaching practices, some principals were able to quickly develop plans and measures and implement creative actions, build a variety of possible scenarios through scenario planning, reasonably describe and predict the possible organization and promotion mechanism of future blended learning, support teachers' information literacy improvement, and encourage and guide teachers' teams to explore the infinite possibilities of online teaching. On the other hand, some school leaders are always in a passive state in response to the epidemic crisis, hoping to return to the "old normal" of teaching and learning, neither understanding nor willing to learn about online education; teachers are not supported by principals and lose the motivation to continue to teach online. As the transition from face-to-face to blended learning takes place, good principals need to be able to adapt their leadership behaviors to the changing environment, build awareness of external changes and adopt appropriate leadership behaviors, and build leadership behaviors to adapt to the new normal as they navigate through crises. Principals need to expand and enrich their traditional teaching leadership behaviors to form information-based leadership that can adapt to the requirements of the "online + offline" hybrid teaching model, and be a "guide" to facilitate the development of teachers' online teaching skills.

Fourth, teachers' information literacy improvement is fundamental.

In recent years, China has attached great importance to the construction of teachers' information technology application ability, and in 2014, the Ministry of Education released the "Information Technology Application Ability Standards for Primary and Secondary School Teachers (for trial implementation)"; in March 2019, the Ministry of Education plans to implement the Primary and Secondary School Teachers' Information Technology Application Ability Enhancement 2.0 Project, proposing the construction content and assessment ideas of 30 competency points for teachers, encouraging teachers to explore online teaching and guiding them to improve their online teaching ability. teachers to improve their online teaching ability, and to promote the ability of the whole school and school-based teaching and research in the form of whole-school promotion and promotion of regular application. The large-scale online teaching during the epidemic undoubtedly provided a good foundation for the promotion of Project 2.0, and some teachers performed with ease, while others responded hastily and had difficulty adapting. This shows that there is still a lot of room to improve teachers' informatization ability.

On the one hand, teacher training should be precisely positioned, and the regular development of the "online + offline" hybrid teaching mode should be systematically and orderly promoted. During the epidemic, it was not uncommon for the quality of online teaching to be affected by teachers' poor software skills. "Project 2.0" also reminds us that it is not enough to focus on teachers' IT hardware skills, it is imperative to improve teachers' software skills. Regions and schools should carefully study the content of "Project 2.0", fully investigate and understand the current characteristics and development needs of teachers' information technology capabilities, and develop specific and feasible training implementation plans, which can be used in various forms such as phased, batch, and theme to systematically and orderly promote teacher training and promote the normal development of hybrid teaching. On the other hand, we should give full play to the "waterfall effect" of excellent teachers' online teaching ability, establish a teacher think tank, gradually influence and drive more teachers to participate in online teaching from innovation and online education resource research and development through teaching and research activities, and set up workshops or studios, to build a "teaching and technology" team. We will create a backbone team that "knows teaching and technology" and eventually promote the common development of the whole teacher group.

Fifth, the focus is on home-school collaboration and co-education.

Traditional offline teaching is often described by scholars as a "black box", and people outside the "black box" do not know everything that happens in it. Online teaching has to some extent broken the "black box theory", and parents are more or less involved in the teaching, monitoring their children's learning from a close distance and throughout the process. Especially for elementary and middle school students, as they are not fully capable of learning independently from real classroom situations, their learning consciousness and behavior need to be more under the joint control of teachers and parents, and the importance of the family environment becomes more and more prominent. However, online teaching has not completely changed parents' educational concepts and behaviors. Parents' educational anxiety and inappropriate educational participation are likely to create negative emotions in their children and cause them to burn out, which is not conducive to the healthy development of online teaching. How to reshape the role of parents with the help of information technology and intelligent technology on thebased onriginal home-school cooperation and create a new model of home-school co-education is a key task that we cannot avoid.

In today's society, education is becoming more and more competitive, and the pressure on education is only increasing. Most parents show different degrees of educational anxiety in different aspects, such as anxiety about choosing schools for higher education, anxiety about children's future development, and anxiety about parent-child interaction. The sudden change in teaching methods during the period of normalization of the epidemic has caught parents even more off guard, and the lack of understanding of IT-supported education has undoubtedly exacerbated the level of educational anxiety among parents. On the one hand, we should make full use of parenting schools to provide family education services and try to build a hybrid "online + offline" parenting school model to reverse parents' educational philosophy and reshape their educational role; on the other hand, we should consider using online information technology to reduce the burden of family education and provide data support for parents' educational participation. This can not only realize precise co-education between home and school, but also help parents realize and understand the information technology revolution that is happening in education, and help them improve their information literacy.