The Problem And Countermeasures Of Mobile Learning In The Upper Grades Of Primary School Chinese

In recent years,with the improvement of mobile communication,the enhancement of computer’s performance and the ability to store,the popularization of network and the lower cost,mobile device’s feature of cheap,portable,communicative and interactive is becoming more and more prominent.The development of mobile technology and the birth of mobile environment have provided the possibility for the development of education activities and the realization of learning in any time and any place.Mobile learning has arisen in this context.Although mobile learning is a hot topic in the current education field,there are not many empirical studies on how to make mobile learning more effective.In this paper,author has carried out a questionnaire survey in local urban area.Starting from the possession of mobile devices,the content and the form of mobile learning,and the students’ view on mobile learning,integrated use of literature method and empirical method,this survey aims to find out the the current situation senior-grade students’ mobile learning in Chinese subject in primary school.We found that although the teachers and students are both no strangers to mobile learning,but their views 0n mobile learning are superficial more or less.Mobile learning is mostly carried outside the classroom,rarely use inside the classroom to optimize teaching and learning.Especially in the aspect of Chinese composition teaching,there are few teachers or students in the urban area who have thought or practiced in this field.In addition,students’ autonomy and spontaneity in Chinese mobile learning is at a low level.Their mobile learning almost wholly arranged by teachers,parents and after-school tutoring organizations.Combing practive exploration with domestic and foreign related research,this paper puts forward some opinions and Suggestions to solve these problems,mainly has the following several aspects: 1.Strengthen the design of mobile learning activity.three Chinese mobile learning modes are put forward based on the practice:fragmented mobile learning,situational mobile learning and classroom interactive mobile learning using electronic schoolbag.These three modes involve different language learning fields such as preview,review,composition and extracurricular reading.2.Guide students to mobile-learning correctly.Teachers should provide some feasible mobile learning strategies to make students pay enough attention on mobile-learning,change their learning attitude,enhance their information processingquality.Additionally,teacher should also pay attention to the security problems of mobile learning.3.Build mobile learning platform.In this part,Some functions and effects of mobile learning platform have been explained.