Research On The Deep Integration Of Information Technology And Chinese Teaching In Primary School And Its Improvement Countermeasures ——Take Four Primary Schools In Ulanqab As An Example

In the 21 st century,information technology is developing rapidly.It has changed people’s life,and at the same time,it has injected new vitality into education and teaching.At present,with the rapid development of information technology,the basic condition construction,popularization and application of educational informatization in China have been basically solved.After the popularization of information technology,the research focus in the field of education focuses on the integration of information technology and teaching.Later,in the Ten-year Development Plan for Informatization（2011-2020）（hereinafter referred to as the Plan）,China changed the term of the integration of information technology and teaching into "deep integration".Therefore,in the era of informatization2.0,the deep integration of information technology and teaching has become a research hotspot.With the development of The Times,the traditional Chinese teaching method has gradually exposed its own shortcomings,and with the deepening of the new round of curriculum reform,the combination of information technology and Chinese curriculum will be more closely,therefore,the deep integration of information technology and primary school Chinese teaching has important research significance.Based on constructivism learning theory and "leader-subject" teaching structure theory,this paper analyzes the concepts of information technology,deep integration,and deep integration of information technology and Chinese teaching in primary schools by using literature method,questionnaire method,interview method and observation method.113 Chinese teachers and 64 students from four primary schools in Ulanqab were selected as research samples,It is found that there are some problems in the deep integration of information technology and Chinese teaching in primary schools: the lack of information teaching evaluation index system and information teaching resources at the school level;At the level of teachers,the cognition of deep integration is superficial,the transformation of teaching methods is formalized and the level of information technology is limited.At the level of students,the main body status is not fully reflected and information technology is not used as a tool for independent learning.It is found that the causes of these problems are as follows: school leaders have insufficient understanding of the importance of deep integration,schools lack of information teaching training for teachers and pay more attention to the construction of hardware facilities than to the construction of teaching resources;Teachers lack the knowledge of the information teaching concept,the innovation of the information teaching mode and the lack of information teaching ability;Students’ awareness of using information technology for autonomous learning is weak and selfcontrol is poor.On this basis,the paper puts forward some countermeasures for the deep integration of information technology and Chinese teaching in primary schools.First of all,the school should strengthen the leaders’ understanding of the concept of deep integration.Carry out systematic training for teachers’ information-based teaching;Improve the relevant evaluation incentive mechanism;Optimize the information-based teaching environment.Secondly,teachers should correctly understand the concept of deep integration and clarify the principal status of students.Change teaching method,improve classroom efficiency;Choose suitable teaching mode and change classroom teaching structure;Improve the information teaching ability,promote the realization of deep integration.Finally,stimulate students’ interest in using information technology for autonomous learning;to cultivate students’ scientific attitude towards information technology.