Integration Of Informationtechnology And Literacy Teaching In Low-grade Literacy Teaching Of Rural Primary Schools

Today, information technology (IT), with its increasing application in basic education, will inevitably inject new vitality to innovation of literacy teaching. As a matter of fact, a great number of teachers of the Chinese language and teaching researchers have already been involved in exploring how to adapt to the new situations as well as how to lead this change. At the same time, however, due to backward conditions in many primary schools, IT technology has not been applied to teaching activities sufficiently. These primary schools almost located in rural areas. Although the situation of rural education in China has been greatly improved in the past20years, but there is still a big gap with pupil’s demands. Due to the lack of funding for rural education, school conditions in the rural areas is still not optimistic. Many primary schools in rural area only can meet the basic needs of teaching; they can’t apply the modern teaching equipments. This paper will use "rural primary schools" to refer to the primary schools that teachers can’t use IT in low-grade literacy teaching, but in which the condition of "the application of IT in the teaching process" is available (or will be available). We can say that they are still in a transition stage changing from traditional literacy teaching to literacy teaching aided by IT technology.The paper summarizes some methods of literacy teaching firstly, and then summed up the update and development of teaching concepts for literacy teaching. On this basis, the author expounds the teaching experiences and effective measures from the traditional teaching pattern of literacy teaching. The author considered the question ulteriorly:how to inherit and carry forward these valuable experiences.Apart from the above contents, the paper surveys the cognitive processes of literacy from the perspective of cognitive psychology. In the paper, the author illustrate the Chinese characters are inclusive of the cognitive functions. Combined with the status of development by pupils of their own cognitive level, the author clarifies the characteristics of primary school students learning Chinese characters. And then, the author introduces new perspectives and new ideas proposed by literacy teaching researchers. The above contents can provide theoretical guidance to the future reform of literacy teaching in primary school.On the basis of these two aspects, the author analysis the integration of information technology and literacy teaching. The various elements of the literacy teaching are affected in what way by IT, and the integrated approach of IT with literacy teaching, are illustrate in this paper. Listing the several results of integration with examples to illustrate these results are how to apply of the above mentioned teaching experience and cognitive psychology theory. And then, according to the actual situation of the rural primary schools, this paper puts forward some specific teaching measures to deal with the kind of "integration" stage, and discusses the feasibility of these measures.This study has enriched the theory of literacy teaching reform, and provided a reference for rural primary school language teachers. Teachers can organize literacy activities under the help of the paper, and achieve the benefits in the era of "informational literacy teaching". The paper is of great realistic significance for the integration of information technology and literacy teaching.