Research On The Problems And Strategies Of The Integration Of Information Technology Of Chinese Teaching In Primary School

Based on the background of the educational information 2.0 era,this study is carried out according to the idea of "relevant literature consultation-important theoretical interpretation-current situation investigation problem analysis-existing problem cause analysis-optimization and upgrading countermeasure construction",with a view to enriching the content of the deep integration of information technology and primary school language teaching,and helping the informationization of primary school language education.Specifically,the study consists of five parts:The first is to sort out the relevant literature on the integration of information technology and elementary school Chinese classroom teaching at home and abroad.Starting from different dimensions of the value,characteristics,models,existing problems,causes and countermeasures of the integration of information technology and elementary school Chinese classroom teaching,sort out the current research status of the integration of information technology and elementary school Chinese classroom teaching,and reflect on the previous related research deficiencies,with the hope that it will be relevant in the future The research is more focused.The second is to summarize the relevant theories about the integration of information technology and primary Chinese classroom teaching.The integration of information technology and elementary school Chinese classroom teaching refers to a new teaching structure that organically integrates teaching content,related information resources and information technology to achieve teaching goals in elementary school Chinese classroom teaching.It embodies the characteristics of the integrity of primary school Chinese teaching objectives,the appropriateness of teaching content,the flexibility of teaching methods,the interaction of the teaching environment and the richness of learning activities.The third is to conduct a more in-depth investigation on the integration of information technology and elementary school Chinese classroom teaching.Through field research,it is found that the current integration of information technology and elementary school Chinese classroom teaching has the following basic problems:teaching objectives are weakened,technology replaces language training;teaching content is unsuitable,audiovisual is redundant,and text is ignored;teaching methods are solidified,and technology-savvy people are randomly transferred;teaching environment is messy,Hinder teacher-student communication and thinking;single learning activities,listening,speaking,reading and writing training machineryThe fourth is to analyze the reasons for the integration of information technology and elementary school Chinese classroom teaching.The study found that the main reasons for the existing problems of the integration of information technology and elementary school Chinese classroom teaching include: single evaluation index,insufficient motivation for teaching reform;busy teaching work,information fusion understanding deviation;lack of information resources,unfavorable conditions for information fusion;shortage of professional training,information The fusion effect is not good.The fifth is to explore the improvement strategy of the integration of information technology and elementary school Chinese classroom.To improve the integration of information technology and elementary school Chinese classrooms,we must start from the following aspects: change the teaching concept,fully implement the informatization teaching goals that point to Chinese literacy;pay attention to student differences,and earnestly implement the humanistic care of Chinese classroom informatization teaching;enrich teaching resources,and multiple channels to meet the requirements of teachers and students in Chinese classroom informatization teaching;improve information literacy,coordinate the layout of the material layout of the Chinese classroom informatization teaching;improve the evaluation indicators,To form a normalized Chinese classroom informatization teaching and reflection habits.