Effectively helping teachers to improve their teaching and learning with big data management is an important component of the education informatics process. In order to explore Changsha teachers' use of big data to manage teaching and learning, this study constructs a model of influencing factors affecting teachers' development at five levels: external factors, perceived ease of use, perceived usefulness, compatibility and behavioural intention with reference to the technology acceptance model. Through data collection and processing,the study found that while perceived ease of use was a significant driver of teachers' use of  Big Data management, compatibility was an important factor influencing teachers' acceptance of Big Data management, and the effect of perceived usefulness was not significant.