| Central and Xinjiang Uygur Autonomous Region’s people’s governments have paid high attention on primary and secondary schools’ distance education in recent five years. Ever since the Central government has approved the Modern Bilingual Distance Education Construction Plan of Xinjiang and supported the work of Bilingual Distance Education in Xinjiang, the Bilingual Distance Education in Xinjiang has been developed very fast. Education department, people’s government and other related departments have carried out primary and secondary schools’ distance education construction plan in Xinjiang, focusing on the construction of multimedia classrooms of primary and secondary schools’in different regions to achieve the goal that bilingual education could reach every primary and secondary class. Thus, effectively promoted the development of the bilingual education teaching.With the rapid development of Modern Bilingual Distance Education of Xinjiang, Information technology which is represented by computer and the Internet has been widely used in primary and secondary schools. And at the meantime higher requirements for ethnic teachers of primary and secondary schools are put forward, the teachers should not only capable of the most basic language skills and basic knowledge of subject content, but also should they have a certain information literacy to use the modern teaching media for teaching innovation. Bilingual teachers’ informatization instructional design ability directly affects the quality of bilingual teaching, and it has also become one of the most important standards of teachers professional quality. There is a significant difference between informatization instructional design and traditional teaching design, teachers’ teaching concept, teaching mode, teaching methods could be totally different from traditional teaching under the environment of informization. Therefore, it’s a big challenge for ethnic teachers to use informational teaching resources effectively to improve teaching quality. Thus, studying the overall situation of current development of bilingual teachers’ informatization instructional design ability in ethnic minority areas, finding the existing problems and the factors which impact the teachers’ informatization instructional, and putting forward how to use the power of modern distance education to improve bilingual teachers informatization instructional design ability and the quality of bilingual education, are the important theoretical and practical problems for ethnic minority educators to study.China’s Xinjiang Uygur autonomous region is an area inhabited by various minority groups, Kashgar which is located in southern Xinjiang is the most representative region, hence there is a saying goes that the best bilingual education of Xinjiang is in Kashgar. Therefore, this thesis has made a case study in Kashgar of Xinjiang Uygur autonomous region and worked out a questionnaire, which combined the special teaching modes of ethnic minority regions and the characteristics of minority bilingual teachers, according to the division of teachers’ informatization instructional design ability structure. The questionnaire is a survey about the current overall situation of primary and secondary schools’ bilingual teachers’ informatization instructional design ability in Kashgar and the problems they faced during the process of informational teaching design as well as the reasons. The thesis has also conducted a thorough investigation by doing classroom observation records and interviewing bilingual teachers.According to the investigation, the current bilingual teachers’ informatization instructional design ability is low. According to the division of teachers’ informational teaching design ability structure, firstly, teachers are lack of the basic knowledge and principle of informational teaching design, they are also not aware of the difference between informational teaching design and traditional teaching design. Moreover, the ability of the teachers’ choosing and using the multimedia is weak. To be specific, the teachers’ weak points of informational teaching design ability are as follows:the design of teaching environment, the development of teaching resources, the reflections on the informational teaching design as well as the summary ability. Finally, from the perspective of Bilingual teachers’ attitude toward informatization instructional design, the research has found out that teachers have a misunderstanding and confused about the informatization instructional design,and some teachers hold a negative attitude towards the usage of new multimedia.In order to have a better understanding of the difference of the development of teachers’ informatization instructional design ability, the thesis has made a survey on the teachers’ gender, teaching age, degree, bilingual teaching age, HSK level and the schools where they are working, it turns out that significant differences do not exist between different genders on teachers’ basis professional knowledge, informatization instructional design ability and their attitudes toward informatization instructional design. On the contrary, significant differences do exist according to different teaching age, degree, HSK level and schools. The elder teachers’basis professional knowledge, informatization instructional design ability and their attitudes toward informatization instructional design are lower than that of younger teachers. The higher degree the teachers get, the more professional knowledge they have, the higher informatization instructional design ability they own, the more positive attitude they hold toward informatization instructional design. The higher the HSK level of the bilingual teachers, the higher the degree of teachers’ mastery of basic knowledge of informatization instructional design.According to the results of the questionnaire,classroom observation and the interviewing, the factors affecting the development of bilingual teachers’informatization instructional design ability mainly come from the following three aspects. For the education administrative department:The imbalance construction of primary and secondary schools’informational teaching equipment, bilingual teaching materials and teaching resources are not synchronized, the goal of training is inaccurate, lack of pertinence. For the schools:The leaders do not pay high attention on this issue, the management and appraisal of informatization instructional design are not in place, the implementation effect is not so obvious. As for the teachers themselves, their bilingual teaching concept is unclear, their consciousness of informatization instructional design is obscure, their motive of informatization instructional design is incorrect and their language ability needs to improve.At last, on the basis of the above factors and combining the special teaching modes of ethnic minority regions and the characteristics of minority bilingual teachers, this thesis has put forward many strategies and suggestions from three aspects, namely the education administrative department, schools and teachers. Hoping to offer reference for the work of primary and secondary schools’ modern bilingual distance teaching in Xinjiang and enlightenment for the development of primary and secondary school teachers’ informatization instructional design ability. |
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