信息技术引领新时代到来，重塑、改变、创新之势不可阻挡。教育领域也在发生翻天覆地的变化，如云 计算、人工智能、大数据等技术应用于高等教育后，使得新型教学范式得以构建，而这必然要求教师专 业素养随之变化和契合，才能确保新型教学范式切实发挥应有效能。以下围绕高校英语教师这一群体， 探讨其在教育信息化背景下应提升哪些素养和如何提升，以期为推动教师队伍转型提供支持。 一、教育信息化时代高校英语教师应该具有的专业素养 （一）信息技术应用能力 （三）教育数据分析与评价能力 教育信息化之下，教育数据体量会大幅增加，如学生利用信息工具进行学习后必然留下大量数据，教师 需要具备教育数据分析与评价能力才能更好解读，为后续调整和革新提供依据。具体到英语教学中，学 生学习数据包括学习管理平台上观看教学视频的时长、完成在线作业的正确率、参与讨论区发言的频率 与质量、在语言学习软件中掌握的单词量等，当教师正确分析这些数据后，可从更宏观和客观视角评估 班级整体学习进度和常见困难，也能从微观层面洞察每个学生的个体学习习惯、知识薄弱点和进步情 况。基于此，教师可更科学的教学决策，比如为感到吃力的学生推送额外复习资料、为学有余力的学生 提供更具挑 ...

Core Viewpoint - The book "What Makes Growth: 7 Practices for Teacher Professional Development" by Wu Chunlai emphasizes the importance of active self-reflection and personal growth in teaching, rather than passive training [3][4]. Group 1: Teacher Professional Development - The essence of teacher professional development is described as an active and often painful process of self-refinement, rather than merely receiving training [3][4]. - Wu Chunlai's experience of failure in a national teaching competition serves as a critical starting point for valuable teaching reflections, highlighting the disconnect between teaching and learning [4][5]. Group 2: Critique of Current Educational Practices - The book critiques the formalistic culture surrounding teaching competitions, representing a common sentiment among frontline teachers who dislike such practices [4][5]. - Wu Chunlai advocates for a more egalitarian approach to lesson evaluations, criticizing the tendency of some leaders to position themselves as experts [5]. Group 3: Insights and Reflections - The author introduces the concept of "乐—帮—导—让" (Joy, Help, Guide, Let), which encapsulates his reflections and serves as the theoretical essence of the book [4]. - The narrative encourages young teachers to focus on teaching their own students well, promoting a grounded and authentic approach to professional growth [5].

Core Viewpoint - The recent educational initiatives in Lianyungang aim to enhance the quality of education by focusing on teacher welfare, professional development, and a supportive career environment, marking a new phase of development characterized by "teacher happiness, student growth, and modern governance" Group 1: Teacher Welfare Measures - The "Ten Measures to Respect and Benefit Teachers" aims to attract talented individuals to the teaching profession, ensuring that teacher salaries are linked to civil servant pay, with a guarantee of not being lower than this standard [1] - The measures include a performance evaluation system that favors frontline teachers and class leaders, along with the establishment of a special fund for teacher care [1] Group 2: Professional Development Initiatives - The plan includes breaking down barriers in professional advancement by reforming the title evaluation system and creating a "fast track" for outstanding young teachers [2] - A dynamic adjustment of 5% of teaching positions annually will prioritize rural and critical subject areas, with a goal of hiring over 1,000 new teachers each year [2] - The initiative aims to cultivate 8,000 key teaching talents by 2030 through the establishment of specialized teacher teams and leadership studios [2] Group 3: Career Environment Enhancements - A negative list for social affairs in schools will be established to reduce unnecessary burdens on teachers, alongside the promotion of AI tools to streamline administrative tasks [3] - Teachers will receive comprehensive benefits, including healthcare services and recognition for long service, enhancing their professional dignity [3] - Legal protections will be reinforced to safeguard teachers' rights and ensure respect for their profession [3] Group 4: AI Empowerment in Education - The "Three-Year Action Plan for AI Empowerment in Basic Education (2025-2027)" focuses on integrating technology into education, with six major actions and 16 tasks aimed at creating a unique AI education ecosystem in Lianyungang [4] - The plan includes the establishment of 200 AI laboratories and aims for full coverage of AI education in all primary and secondary schools by 2027 [4] Group 5: Leadership Development for School Administrators - The "581+" plan aims to enhance the leadership capabilities of school principals, establishing a tiered training mechanism to improve the overall quality of school leadership [5] - The plan includes the cultivation of 50 influential leading principals, 80 leading principals with significant local impact, and 100 influential principals within the region [6]