Effective Use Of Information Technology In The Teaching Of Chinese In The Lower Primary School

Since 2011,the Outline of the National Medium-and Long-term Education Reform and Development Plan(2011-2020)and the Ten-year Development Plan of Education Informatization(2011-2020)have given a strong impetus to China's education cause,as shown in Network informationization,teaching computers and classroom interactive whiteboards have been widely used.Many companies have provided principals and teachers with various forms of information technology training,and major educational technology companies have also been established and expanded.However,the increase in number does not necessarily bring about changes in new technologies.At present,in the development of education informationization in China,"hardness,lightness,softness" and "new trend" are very serious.Hard indicators such as the number of computer equipment and the width of network interfaces have become the evaluation criteria for absolute advantages.The accumulation of "quantity" represents everything.Therefore,the direction of China's education informatization construction is gradually changing,and it has begun to pay attention to the practical problem solving efficiency,the combination of soft and hard,and balanced development.The author starts with the combination of current Chinese teaching and information technology in the lower years,investigates the current use of information technology with theory and practice,and uses questionnaires and literature reading methods to understand the general situation of the school,district-level schools,and some schools nationwide.Happening.He then read various monographs and articles,demonstrated the necessary role of information technology in improving children's language ability from the aspects of child psychology,cognitive psychology,and pedagogy,and reflected on the problems exposed by current information technology teaching.The conclusions and methods are put into practice in classroom teaching.Finally,some suggestions and improvement measures are given to front-line Chinese teachers in the lower years.According to the research results,the author believes that:1.Information technology can provide diversified cognitive approaches,which is in line with the characteristics of language and thinking cognition of students in the younger age.Technology uses concrete visualization to describe concretely abstract knowledge,which helps students to understand knowledge.2.Information technology has transformed the structure of the classroom.From the former teacher-centered to student-centered,the subjectivity of the students' classroom has been further improved,and the role of teachers has also been changed from an instigator to a guide.,The single teaching method from"fill-in duck teaching" to "inspiring teaching." 3.Information technology promotes home-school collaborative work,and communication through the Internet,education cloud and other media.Information transmission is more convenient.At the same time,society's positive awareness of education is promoted and home-school co-education is promoted.Fourth,the use of information technology requires a reasonable approach.The use of tools must have two sides.Information technology should not be blindly admired.Its effect on improving teaching is not a simple linear superposition.Frontline teachers should correctly view,learn and master the integration of information technology.Approaches to teaching Chinese in lower sections.