| Ethnic schools in the border areas of China have been plagued by problems,such as the shortage of Chinese teaching context,the shortage of resources and the shortage of Teachers.It has been found that Chinese teaching in mainland schools has been greatly improved in the teaching environment,teaching resources,teaching methods and so on,and the teaching effect of Chinese has been widely recognized.Therefore,the academic circles have high hopes for the optimization of Chinese teaching in the nationalities of information technology,and hope that the information technology can alleviate the difficulties of Chinese teaching in ethnic schools and improve the efficiency and quality of Chinese teaching.However,in the information teaching practice,on the one hand,the information technology to a certain extent alleviate the national school teaching difficulties,on the other hand,it did not set the preset target,and even appeared some new problems.Therefore,the purpose of this study is to analyze the path of information technology from which to optimize the Chinese language teaching of ethnic schools,and to explore what new problems have emerged and how to solve these new problems.This is not only a way to explore the benign development of Chinese teaching in ethnic schools,but also an effective attempt to integrate organic integration of information technology and national education.Based on the literature review and analysis,this paper chooses the Sino-Burmese border national schools located in Xishuangbanna and Dehong of Yunnan as the research points,and collects the first-hand information by issuing questionnaires,personal interviews and participatory observation.Yunnan Xishuangbanna and Dehong are located in the southwest border of China,not only a number of ethnic minorities in our country,but also neighboring Myanmar minority cross-border areas.Representatives of the ethnic minorities are Dai,Jingpo,Hani,Bulang,Lahu and Myanmar Shan,Kachin.Therefore,the characteristics of the region is distinct,theinformation technology to optimize the Chinese teaching of ethnic schools in the path of the study has not only the characteristics of the border ethnic areas,but also has the characteristics of other minority areas.It is found that there are three difficulties in the Chinese teaching of ethnic schools in the border area between China and myanmar.They are the larger impact of the complex students of the cross-border ethnic communities,the negative transfer of the native language,and the lack of high-quality teaching resources.The introduction of information technology has improved the teaching environment of Chinese classroom.In addition,the mobile Chinese learning mode,the ubiquitous Chinese learning mode,the "micro" Chinese learning model are becoming new models of Chinese teaching and learning in the frontier ethnic schools.It can be seen that the information technology has alleviated the problem of Chinese teaching in teachers,teaching materials and teaching methods to a certain extent.At the same time,it is also found that the application of information technology in Chinese teaching in ethnic schools has made some new problems.Such as Chinese teaching information model imitation problem,digital Chinese learning resources are applicable,lacking of information technology teaching ability.This study from several key points of information technology into Chinese teaching with the China Burma border.Understand the two cognition that the technology integrates into Chinese teaching.Based on the concept of "people oriented",to adjust the balance between information technology and Chinese Teaching.According to the law of language learning,looking for the best combination of technology and second language learning.Constructing appropriate digital Chinese teaching resources.Then,the information technology is used to construct the bridge between native language and Chinese language.Finally,to carry out effective training to improve the ability of border Chinese teachers to use information technology. |
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