Research On The Application Dilemma Of Information Technology In Chinese Teaching In Ethnic Primary Schools ——Take Z Primary School As An Example

With the development of educational informatization in China,information equipment and digital resources gradually enter ethnic schools.This has brought some new atmosphere to the classrooms of ethnic schools.For example,presenting more intuitive and vivid teaching contents through information equipment,and mobilizing students to participate in classroom learning with multiple senses.However,due to various factors,there are still some problems in the application of information technology in ethnic schools.This makes it urgent and necessary to study the application of information technology in teaching in ethnic areas.The primary school stage is an important stage to cultivate habits and stimulate interest.Chinese plays an important role in students’ learning other disciplines.Therefore,this study takes the application of information technology in the language teaching of Z primary school in Liangshan Yi area as the starting point,finds the dilemma of the application of information technology in the language teaching of primary schools in ethnic areas through interviews and classroom observation,analyzes the reasons behind it,and tries to put forward countermeasures.First of all,through classroom observation and in-depth interviews,this study makes a vertical and horizontal understanding of the application of information technology in Chinese teaching in Z primary school.By interviewing some Chinese teachers with the longest teaching experience in Z primary school,it is found that the educational informatization in Z primary school has experienced four stages:germination,initial development,short-lived and rapid development.The development process of educational informatization in this school is characterized by short time and rapid progress;The application level is shallow.Moreover,in the course of development,the Chinese teachers in this school have developed the technical cognition of being expensive but unwilling to give up,fearing difficulties and utilitarian application.Through the observation of at least two classes of Chinese teachers in grades 1-6 in this school,it is found that when Chinese teachers in this school use information technology for teaching,there are some difficulties in literacy and writing teaching,such as the lack of pertinence of technology application and deviation from literacy teaching.The dilemma of pursuing the accuracy of technology and ignoring the use of traditional means.In reading teaching,there is emphasis on media display and weakening multiple dialogues;The dilemma of usurping the host’s role and distorting the reading class.In writing teaching,there are a lot of presenting materials and restricting students’ thinking;Enjoy the convenience of technology and lack the necessary links in writing teaching.Secondly,by coding the interview materials,the reasons behind the application dilemma of information technology in Chinese teaching in Z primary school are analyzed: cognitive deviation,technical disconnection,lack of local resources and language transfer.Among them,cognitive deviation mainly refers to teachers’ unclear orientation of Chinese subject and biased technical concept;Technical fault zone refers to the weak foundation in the early stage,the rapid progress in the middle stage and the poor technical training in the later stage.Finally,based on the difficulties and the reasons behind the application of information technology in Z primary school Chinese teaching,this paper tries to put forward some targeted solutions: to improve Chinese teachers’ academic and technical literacy;Strengthen inter-school cooperation and introduce or develop localized resources;Application strategies of information technology in Chinese classroom teaching in primary schools.