As far as teachers' professional development is concerned, teachers are still overwhelmed by new technologies and new ideas in a short time. Facing the "internet plus" era, how should education adapt to the development of society and times? How will teachers face the educational reform? "Internet+Education" is more inclusive. It combines communication technology, computer technology, mobile technology and network technology, emphasizes the aggregation of online and offline activities, and creates a new form of design, development, utilization, management and evaluation for education. As far as teachers' professional development is concerned, "internet plus" is more about the reconstruction and reorganization of teachers' online growth channels, and the teaching innovation combined with new technologies such as the Internet in practice. The reconstruction and reorganization of new channels for teachers' development, innovative teachers' development in the era of "internet plus" need not start from scratch. On the basis of existing excellent ideas and methods, we can also reflect the innovative characteristics of "internet plus" by reforming and reorganizing the channels suitable for our own teaching development. With the participation of Internet and the help of various mixed technologies, this innovation has brought new ideas and experiences to the development of teaching specialty. 1, online and offline mixed development The online and offline growth channel for teachers is a concept that has existed for many years, that is, mixed learning. According to the definition of ASTD (American Association for Development and Training) in 2002, blended learning refers to learning solutions that combine learning activities in different situations, such as face-to-face learning, online learning and self-paced learning. Professor He Kekang is a scholar who discussed blended learning earlier in China and obtained a high citation rate. In 2004, Professor He proposed that "blended learning" combines the advantages of traditional learning methods with the advantages of E-learning digitalization or online learning, which not only gives play to the leading role of teachers in guiding, enlightening and monitoring the teaching process, but also fully reflects the initiative, enthusiasm and creativity of students as the main body of the learning process. These concepts are expounded from the perspective of students, but they are also applicable to the professional development of teachers. In recent ten years, due to the development of information technology, the development channels of teachers' mixed majors have been greatly expanded, and micro-courses, large-scale open online courses, mobile open classes and other forms have become the manifestations of channel restructuring. Blended learning is to complement each other's advantages, eliminate the gap, improve efficiency and improve effect; It pursues the superposition of one plus one greater than two, and it uses the ingenious thinking of four or two. Through mixed professional development channels, teachers use social networks, online platforms and mobile tools to build a platform for professional growth and establish a professional development circle centered on personal growth goals. 2. Participate in or create a professional growth circle that can be deeply involved. What kind of career growth circle is a mixed career growth circle in line with the "internet plus" era? Virtual teaching and research, regional blogs, WeChat enterprise number and mobile community along with 36 18 smart campus platform can all be attributed to the external performance of professional development. The starting point of the "internet plus" era is to produce innovative outstanding achievements with low cost and high efficiency through online and offline mixing, and bring greater field influence. For teachers' professional development, it is necessary to combine online growth circle with online teaching practice. With the new ideas and experiences gained from online communication, we can improve online practice teaching, update old ideas, solve new problems and create a new environment. A few years ago, blogs were popular, and a "Li Kedong mystery" appeared (why do teachers' blogs have rich and colorful blog words, but they lack deep interactive ideological collisions? The reason why teachers' blogs have published nearly 10,000 blog posts, but they can't tell which teaching problems have been solved) is because there are two skins online and offline. Because of the technology-driven professional development of teachers, they will pursue popular technologies, such as blog, Weibo and WeChat, but it is difficult to go deep. Only by returning to the professional development driven by educational concept, optimizing teaching concept and improving teaching practice with the concept of network communication, can network communication activities be naturally integrated into teachers' daily life. The official WeChat account I subscribed to has a name called "Luo Ji Thinking". In addition to the Voice Morning Post, which is 60 seconds punctually at 6: 30 every morning, Luo Ji Thinking has launched a series of online and physical activities to establish a media circle. They held a national lecture tour, recruited peers, and launched books and WeChat business on the official WeChat account. The official account of WeChat, with more than 5 million subscriptions, has become an influential communication channel among specific people in the era of "internet plus". In today's education field, if there are more teams with the awareness and ability of the "internet plus" era, and the administrative departments at all levels promote measures, then the teachers' professional development circle will get new opportunities for reorganization and reconstruction. Senior teachers can promote their own special courses on this channel, novice teachers can subscribe to courses that meet their own needs on this channel, and excellent educational books, resources, tools, activities and communities can be published on this online channel. Then this channel is a "internet plus", the way of ideological circulation of the times and the way of sharing excellent works. The innovative application of "internet plus" era in educational practice and teachers' professional development requires not only the integration of online professional growth circle, but also the innovation of offline teaching practice. Different from the traditional teaching practice which focuses on teachers' teaching ability, personal experience, subjective feelings and teaching inheritance, the teaching practice in the era of "internet plus" should reflect more the teaching process based on technical participation, teaching optimization based on data analysis, teaching-research cooperation based on empirical analysis and teaching-research freedom based on personality publicity. 1, Teaching process based on technical participation 265438+At the beginning of the 20th century, a series of basic education informatization projects in China have brought primary and secondary schools in many provinces into the direction of digital development. In the networked computer room, students can log on to the online learning platform; In classrooms with Wi-Fi, students can use teaching software such as handheld learning machines and tablet computers. In the outdoor real situation, students use mobile learning terminals or wearable devices for inquiry learning. More and more learning situations involve technology, which is the development trend of teaching in the era of "internet plus" and a new challenge that teachers must face. In the pre-internet plus era, the focus of teachers' professional development was to master technology and learn how to realize the integration of technology and curriculum to assist teaching, promote cooperation, help explore and create a technology learning environment. In the era of "internet plus", the focus of teachers' professional development is to seamlessly weave technology into teaching, reuse dynamically generated resources, process data, learning traces and other data left in the teaching process supported by technology, and realize teaching optimization. 2. Teaching Optimization Based on Data Analysis In Learning with Big Data, it was co-authored by British scholars Victor Mayer-schoenberg and Kenneth Cookeye. The future of education), the author mentioned the teaching optimization based on data analysis, that is, double-loop learning. At present, most learning routes are single-cycle learning, that is, after making mistakes in learning, try to correct them. For example, only after the final exam, the school will find out which courses are too difficult or too simple for students, and then make adjustments in the teaching next semester. Double cycle learning is not like this. It will use data to correct its mistakes at any time, and at the same time use a large amount of data obtained in the feedback loop to do other very important things. Taking Khan Academy as an example, there are not only more than 5,000 multi-disciplinary video courses, but also more valuable data on how students learn, which are fed back to teachers and students in real time. For example, according to the accuracy of each student's problem solving, run a statistical model to judge whether students have mastered a certain knowledge point well and help students provide appropriate learning paths and rhythms; The teacher will also be provided with the academic performance map of the whole class and each student, and the real-time learning situation will be displayed according to the number and accuracy of the answers. Double-loop learning combines feedback, personalized learning, prediction and intervention, which provides valuable data for teaching optimization. Therefore, novice teachers in the primary stage of professional development can use technology to obtain data and use graphic tools to understand the data. On this basis, senior teachers in the advanced stage of professional development can use analytical tools to interpret data and research tools to predict, intervene and optimize teaching. In other words, research-oriented teachers are still "internet plus". In the advanced stage of teacher development, empirical analysis supported by data will provide a more solid foundation for teaching practice and reform in primary and secondary schools. 3. It is also a cliche for cooperative teachers to do research based on empirical analysis. Many years ago, Mr. Tao Xingzhi mentioned in the article "Integration of Teaching and Learning" that teachers should not only master teaching methods and learning methods, but also combine teaching with research. Because teachers are not vendors, they can't directly impart other people's knowledge to students and sell it to them. If they just copy the teaching materials, or directly use other people's mature experience and methods to teach, do not make appropriate reforms according to students' characteristics, or rarely put forward original teaching methods in combination with their own teaching thinking and practice, they will become sellers of knowledge. It is difficult for such teachers to make progress, and it is even more difficult for students to make breakthroughs and innovations. So how did the teacher do the research? I remember that at the beginning of this year, the release of the documentary "Bend Down" received great attention. It is not only because the topic directly hits the current disadvantages and is suitable for everyone's life and health, but also because the film author has certain investigation and analysis ability, clear goals, informative materials, progressive levels and self-logic. In fact, there are many similarities between educational research and news investigation: finding the right direction, asking questions, on-the-spot investigation, understanding from multiple angles, confirming each other, in-depth analysis and issuing conclusions. Influential news programs and valuable educational research also have a lot in common: topics focus on social hotspots and development trends; Ask simple questions but hit the nail on the head; On-the-spot investigation spared no effort to take root in life for a long time and gained a typical example full of vitality; Use scientific research methods to scientifically analyze real, massive and multi-angle source data. "internet plus" can make teachers get richer process data, make them use data analysis tools more conveniently, and also bring high-level cooperation opportunities for research. If we say that in the Internet age, most data sources of educational research need to be actively collected to support small-scale routine research, but in the "internet plus" era, the teaching process supported by technology will naturally produce dataexhaust, that is, by-products derived from students' interaction with the Internet, such as login information, learning traces, interactive objects, evaluation habits and so on. These data are stored in intelligent devices such as network platforms and mobile terminals. Teachers can cooperate with colleagues in the school, partners in the online growth circle, and even professional researchers in universities or Yili Research Institute to conduct in-depth and large-scale empirical research on these data, re-examine teaching from the perspective of big data, and find new research problems. 4. The participation of personality-based free technology in the teaching process of teaching and research, the teaching optimization of data analysis, and the teaching and research cooperation of empirical research are all unique characteristics of teachers' professional development in the era of "internet plus". However, technology, demonstration, data and analysis will not automatically produce high-level teachers' professional development. In the final analysis, teachers need to maintain independent thinking with great personal characteristics. I once participated in ce International Teacher Research Organization in LATT, Michigan, USA. I remember that one of LATTICE's speakers was Martina, an outstanding teacher of the year in the state and a sociology teacher in a high school. This "local famous teacher" did not spend a lot of time introducing her teaching philosophy and teaching mode, but talked with you from the aspects of national education mechanism, the fundamental significance of school existence, teaching status and reform methods. What impressed me most was that she led all participants to think: "What is the fundamental function of a school, what students should get from an ideal school, how to grow up, your thinking or practice" and so on. Teachers sit around and write keywords, draw flowcharts and share good practices. That teaching and research activity left a deep impression on me. A high-level teacher professional development activity is not equal to a lecture by a famous teacher or a demonstration class. Teaching exchange is actually a collision of ideas, and no consensus has been reached. Experience sharing or learning from examples brings imitation, data collection and empirical analysis are norms, and free thinking and enthusiasm can bring creativity. Qi Baishi sent a message to the painter: "If you learn from me, you will live like me." Teachers' professional development in any era is a marathon full of variables, which requires teachers' continuous enthusiasm, heartfelt desire and sense of accomplishment to grow together with students, and is a process full of personalized creation. The era of "internet plus" has arrived, with infiltration, integration, reorganization and qualitative change. Teachers' professional growth is an eternal topic. They just want to keep their independent personality and thinking, adapt and grow together.