| China Education Modernization 2035 points out the direction for the new era to start a new journey of China's education modernization construction.Educational informatization is the basic connotation and remarkable feature of education modernization.It is the key content and important symbol of ?education modernization 2035?.Without informatization,there will be no modernization.Educational Informatization 2.0 Action Plan has opened a new chapter in the process of educational informatization in China,which is an effective way to speed up the realization of education modernization.Since new mission has been entrusted to educational informatization,teachers,as the backbone of promoting the development of educational informatization 2.0,must focus on the new demand for talent cultivation in the new era.Rural areas are the difficult and key areas in the development of educational informatization in China.As the main practitioners of rural educational informatization,rural school teachers' ICT application ability matters a lot.In recent years,China has attached great importance to the informatization construction of rural basic education,which has greatly improved the construction of information-based teaching environment,as well as the ICT training system for teachers in rural area.To some extent,rural school teachers' ICT application ability has been improved,but there are still many problems.Thus,this paper focuses on the actual situation of rural schools and studies the current situation of rural junior high school English teachers' ICT application ability based on The Standard of Teacher's Ability of Applying Information Technology in Primary and Secondary Schools(Trial).This paper selects all the 17 English teachers from a rural junior high school in Lanxi as the research subject.There are three main research questions: 1)What is the current situation of English teachers' ICT application ability in rural junior high school? 2)What are the factors influencing the improvement of English teachers' ICT application ability in rural junior high school? 3)What are the optimization strategies to improve English teachers' ICT application ability in rural junior high school?In this paper,online questionnaires,interviews and classroom observations are used to explore the current situation and its contributing factors of rural junior high school English teachers' ICT application ability development.Through the analysis of the collected data,preliminary conclusions are obtained.The results show,1)Generally speaking,at present,rural junior high school English teachers' ICT application ability is in the upper middle level,but there is still much room for improvement.They have the best performance in ?organization and administration?,while have the worst ability to make ?assessment and diagnosis? for students with the help of ICT.2)The main problems of ICT application manifest in English teaching are teachers' low technology literacy,single integration form,the lack of initiative and innovation consciousness,etc.The factors affecting the improvement of rural junior high school English teachers' ICT application ability can be divided into subjective and objective factors.The former one reflects on English teachers' initiative of learning and applying ICT,including their ICT application awareness,TPACK,personal learning abilities and professional development awareness.The latter one includes policies and resources support for ICT application in rural schools,teaching environment and allocation of teaching equipment,ICT training system for rural junior high school English teachers.Finally,we try to put forward some suggestions for optimizing the ICT application ability of English teachers in rural junior high school: 1)ICT application awareness cultivation among rural junior high school English teachers;2)policies support,resources construction and teaching environment improvement in rural area;3)ICT training system optimization. |
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