Appreciate Elegant Demeanour,listen To The Heart

With the continuous development of educational informationization in China,the application of information technology in various disciplines of education and teaching is gradually widespread.As a basic,humanistic and instrumental subject,Chinese has changed its original teaching mode and expanded its classroom capacity with the assistance of information technology.As a relatively backward area of education development and relatively scarce educational resources,improving the information technology application ability of Chinese teachers in rural junior middle schools is the key link to promote the reform of Chinese teaching in rural junior middle schools and improve the quality of Chinese teaching in rural junior middle schools.In June 2014,the Ministry of Education promulgated the "Information Technology Application Ability Standard for Primary and Secondary School Teachers(Trial)",as well as the development of various kinds of teachers’information technology training,which makes rural teachers’ information technology application ability receive more and more attention.Under this background,this study uses in-depth interviews,classroom observation,physical collection and other qualitative research methods,and selects three representative Chinese teachers of Y middle school who are of certain age,teaching age and professional title to conduct a case study.Based on the "Standards for Information Technology Application Ability of Primary and Secondary School Teachers(Trial Implementation)",this paper presents the current situation of three Chinese teachers’information technology application ability in an all-round way from the aspects of teacher education and teaching(lesson preparation,class teaching,after-class evaluation)and information technology learning and development.At the same time,it deeply explores the factors affecting the improvement of rural Chinese teachers’ information technology application ability.On this basis,a targeted optimization strategy is proposed.The research finds that the information technology application ability of Chinese teachers in rural junior middle schools is quite different.Among them,expert teacher W rejects the application of information technology in education and teaching,and seldom uses information technology to assist teaching in education and teaching,expert teacher W has low ability of using information technology,and her motivation to improve her ability of using information technology is weak.Teacher M in the exploratory period affirms the role of information technology in assisting education and teaching,and takes the initiative to learn information technology knowledge.However,M teacher’s ability to use information technology is weak.There are some problems,such as the single type of resources used and the insufficient depth of resources processing.Proficient Teacher C advocates the use of information technology.At the same time,she has a strong ability to use information technology and various resources.She can make full use of information technology to assist teaching,and he will not forget to study new information technology conscientiously to keep up with the forefront of development.In view of the actual situation and research results of Y Middle School,the author puts forward the following optimization strategies:first,to establish a solid concept of information-based teaching and improve teachers’knowledge literacy;second,to improve the conditions of school infrastructure and optimize the application environment of information technology;third,to strengthen school management and system construction to achieve effective incentives for teachers;fourth,to improve technical post settings;Improve information technology support;Fifth,grasp the basic level and needs of teachers,to achieve on-demand hierarchical training;Sixth,improve information technology training methods and evaluation mechanism,promote the internalization and transfer of training content.