The Current Situation And Optimization Strategies Of The Deep Integration Of Information Technology And Primary School Chinese Teaching

The basic education curriculum reform at the turn of the century proposed a reform approach to "vigorously promote the universal application of information technology in the teaching process,and promote the integration of information technology and subject curriculum";The "Ten-Year Development Plan for Educational Informatization(2011-2020)" further proposed that realizing the "deep integration" of information technology and education and teaching can better promote the modernization of education with education information.Since then,the deep integration of information technology and teaching has become an important approach and ideal pursuit of education and teaching reform.Then,in the course of teaching practice,have these basic rules and concepts been truly implemented? What is the status quo? What are the problems?What are the constraints? How to optimize it in a targeted manner? This is the basic research idea and the question that the research tries to explore.This research takes the primary school language as the subject scope,combines the literature method,the classroom observation method,the questionnaire survey method as well as the interview method organically,investigates and studies the information technology and the primary school language teaching deep fusion reality situation.On the basis of analyzing the connotation and representation of the integration of information technology and teaching as the theoretical basis of the study,the results of classroom observation,questionnaire survey and interview were analyzed comprehensively,in the process of realizing the deep integration of information technology and Chinese teaching in primary schools,the following problems are summarized: the superficial understanding of the purpose of using information technology,the formalization of the change of the teaching method,the limitation of the change of the students’ learning method,the insufficiency of the change of the interaction between teachers and students,and the failure of the integration of information technology and Chinese teaching to reveal the characteristics of the subject.According to the investigation and analysis,there are many reasons for these problems,including the limitation of teachers’ information literacy and subject literacy,the restrictions on the management level of school informatization teaching,and the restriction of pupils’ physical and mental development characteristics.Based on this,in order to truly achieve the in-depth integration of information technology and elementary school Chinese teaching,the study proposed a series of targeted optimization strategies: First of all,it is the key for teachers to improve their self-accomplishment in an all-round way,teachers must set up a scientific concept of deep integration,improve their practical ability in information-based teaching and strengthen the research and analysis of the Chinese subject itself.Second,it is the guarantee for schools to perfect the management of information-based teaching,schools need to optimize the allocation of information teaching resources,organize systematic training for teachers in information-based teaching,guide teachers to carry out research on information-based teaching,and perfect the evaluation system of information-based teaching.Finally,improving students’ ability to use information technology for autonomous learning is the focus,arouse students’ consciousness of self-study by using information technology,and guide students’ behavior of self-study by using information technology,give full play to the role of Information Technology course to improve students information literacy.