教师的数据智能是在教学决策过程中形成的。教师的教学决策不同于基于学校管

教师的数据智能是在教学决策过程中形成的。教师的教学决策不同于基于学校管理的外部决策。教师的教学决策具有更丰富的教育意义。教学决策发生在所有教学活动中，包括课堂教学。在过去，教师的教学行为依赖于经验的自然循环，学校产生的学生数据只被视为评价的结果，并受到奖惩。基于数据智能的教学决策是教师在教育活动中利用数据、分析数据、根据数据改进教学行为的过程中形成的。教师数据智慧的源泉是学校产生的零散大数据。学校的原始数据不仅包括教师的教学成绩和学生的考试成绩。学校教育活动中存在着大量的无形数据。例如，在绩效管理方面，学校利用收集到的不同教学岗位的工作目标数据来反映教师的教学状况；教师可以利用学生的反馈和教师的评价来反思教学，了解学生的学习需求，进行个性化教学。

Teachers' data intelligence is formed in the process of teaching decision-making. Teachers' teaching decision-making is different from the external decision-making based on school management. Teachers' teaching decision-making has richer educational significance. Teaching decisions take place in all teaching activities, including classroom teaching. In the past, teachers' teaching behavior depended on the natural cycle of experience, and the student data generated by the school was only regarded as the result of evaluation and rewarded and punished. Teaching decision-making based on data intelligence is formed in the process of teachers using data, analyzing data and improving teaching behavior according to data in educational activities. The source of teachers' data wisdom is the scattered big data generated by the school. The original data of the school includes not only teachers' teaching scores and students' examination scores. There are a lot of invisible data in school education activities. For example, in the aspect of performance management, the school uses the collected work target data of different teaching posts to reflect the teaching situation of teachers; Teachers can use students' feedback and teachers' evaluation to reflect on teaching, understand students' learning needs and carry out personalized teaching.

The data intelligence of teachers is formed in the process of teaching decision-making. Teachers' teaching decisions are different from external decisions based on school management. Teachers' teaching decisions have richer educational significance. Teaching decision-making occurs in all teaching activities, including classroom teaching. In the past, teachers' teaching behavior depended on the natural cycle of experience, and the data of students produced by schools were only regarded as the result of evaluation, and were rewarded and punished. Teaching decision-making based on data intelligence is formed in the process of teachers using data, analyzing data and improving teaching behavior according to data in educational activities. The source of teachers' data wisdom is scattered big data generated by schools. The original data of the school includes not only teachers' teaching achievements and students' examination achievements. There are a lot of intangible data in school education activities. For example, in the aspect of performance management, schools use the collected work target data of different teaching posts to reflect the teaching status of teachers; Teachers can use students' feedback and teachers' evaluation to reflect on teaching, understand students' learning needs and carry out personalized teaching.