Problems existing in the development of educational informatization in economically backward areas

In today's society, accelerating the development of educational informatization has become a competitive hotspot in developed countries. As early as the Tenth Five-Year Plan, China emphasized that "vigorously promoting national economy and social informatization is a strategic measure to cover the overall situation of modernization, promote industrialization with informatization, and realize the leap-forward development of social productive forces". However, restricted by the economic level, China's education informatization lags behind developed countries. Moreover, China has a vast territory, and the economic development between the east and the west is extremely unbalanced. Some economically underdeveloped areas are far behind the current international development level in the construction of educational informatization. Therefore, these areas should speed up the popularization of information technology education in primary and secondary schools, promote the leap-forward development of basic education by informatization, and promote the construction of educational informatization from the height of developing regional economy and deepening educational reform. In order to catch up with and shorten the gap with developed areas, it is necessary to strengthen the research on the problems and countermeasures in the development of educational informatization in economically backward areas.

First, the main problems in the development of educational informatization in economically backward areas. (A) backward educational concepts, lack of ideological understanding. Backward educational concept is one of the main factors that restrict the development of education in economically backward areas. Education informatization is a systematic project at first, which involves all aspects of the school. Only make a practical one. Jay. J-~ Only when it is suitable for the school's planned education informatization can it be carried out in an orderly way. Judging from the actual situation, most schools have not incorporated the educational informatization planning and implementation plan into the overall development planning and work plan of the school, but only entrusted the work of formulating the educational informatization planning and implementation plan to the computer room teachers. However, due to the limitation of their own functions, computer room teachers do not know much about the overall development plan of school education and teaching, and may be quite different from schools in the concept and positioning of planning, so it is difficult to comprehensively consider in many aspects such as organization, coordination, decision-making and implementation, and it is difficult to form an effective one. (-) The investment in education informatization is seriously insufficient. The construction of educational informatization includes infrastructure construction, network resource development and network course construction. At present, infrastructure investment is seriously insufficient. According to statistics, every 120 primary and secondary school students in China have L computers, and less than 30 million students receive information technology education every year. Compared with 200 million primary and secondary school students, the development speed is far from adapting, and the situation in economically backward areas is even worse. Computers in many schools, especially network resources, are almost blank. Under this condition, most teachers lack understanding of electronic documents, network documents and databases. The ability to retrieve, analyze and obtain information is poor, and the first choice of information source is still traditional books and materials, which makes teachers' information ability only circulate inefficiently at the grassroots level under the restriction of traditional information sources and channels, which fundamentally restricts the development of educational informatization in this region. (C) the lack of high-quality information technology teachers. Teachers are the key to realize the advantages of educational informatization in teaching. In the survey, we found that most teachers in economically backward areas still hold a positive attitude towards the role of educational informatization in teaching. F-door hopes to constantly update their knowledge, keep abreast of the dynamic information of teaching development, and use a variety of teaching resources flexibly and effectively in teaching, which reflects their strong demand for information. However, the contradiction between the lack of time, equipment and training makes most teachers realize the importance of educational informatization construction to education. I feel that there is a strong conflict between society's expectation of teachers' roles and the roles that teachers can achieve under realistic conditions, so that teachers' behavior of meeting needs has not reached a high degree of consciousness as a whole. Some teachers can't take active measures to meet their own information needs, stick to the traditional information acquisition channels, and don't have an open information consciousness. Although teachers have gained some information technology knowledge through various training channels, due to the actual conditions, it is difficult to continue information activities and the limited information technology knowledge cannot be internalized or even forgotten. This directly leads to teachers' neglect of the theoretical knowledge of information technology, the lack of theoretical knowledge of selling interest technology and the low ability of selling interest. (D) The construction of software environment lags behind, lacking educational software resources suitable for education and teaching. The development of educational resources is influenced by investment, technical means and personnel training, which are lacking in economically backward areas. In economically backward areas, there is a serious lack of application software and educational resources suitable for education and teaching practice: lack of network-based educational information management and application platform, classroom teaching software, electronic lesson preparation system and other applicable application software, lack of educational and teaching resources in line with the new curriculum reform concept and classroom teaching, and lack of perfect educational management resources including basic information such as schools, teachers and students. The existing educational and teaching resources between schools are closed to each other, making it difficult to communicate and share. These phenomena make it difficult for the limited investment to exert the maximum benefit, which directly restricts the development of educational informatization and the sharing of educational resources. (5) Academic libel aldehyde is not high. The foothold of educational informatization is classroom teaching informatization. Although information technology has been applied in the teaching of various subjects, it is mainly the classroom demonstration teaching in the primary stage, while the teaching of information technology and subject management in the advanced stage is influenced by teaching concepts, curriculum standard evaluation system, information literacy of teachers and students, multimedia network equipment and other factors. It is difficult to open the people normally. Even if some teachers work hard, the integration and teaching level are not high and the effect is not ideal. Posted in 233 Online School Paper Center

Analysis on the present situation of physical education in rural primary schools with backward economy

The countryside is the main battlefield for China's education and the implementation of the strategy of rejuvenating the country through science and education, and rural primary school physical education is an important part of rural primary education. The present situation of rural primary school physical education in underdeveloped areas should arouse more reflection and attention from all parties. Strengthening the development of physical education in rural primary schools is very important to realize the overall goal of education development put forward in the National Medium and Long-term Education Reform and Development Outline (20 10 ~ 2020) and Dazhou Medium and Long-term Education Reform and Development Plan (20 10 ~ 2020). Therefore, it is very important and urgent to analyze and study physical education in rural primary schools in underdeveloped areas. This study takes Dazhou, an economically underdeveloped area located at the junction of Sichuan, Chongqing, Hubei and Shaanxi, as an example to find out the problems existing in rural primary school sports in economically underdeveloped areas, put forward countermeasures to solve the problems, and provide reference for promoting the healthy development of rural primary school sports in economically underdeveloped areas.

The research object and method of 1

1. 1 Subject: 33 central primary schools in six counties and one district of Dazhou.

1.2 research methods

1.2. 1 questionnaire survey method

On the basis of field investigation in some primary schools, questionnaires were distributed to rural primary school teachers, with a total of 133 copies, and 133 copies were recovered, with a recovery rate of 100%. Before the questionnaire was issued, it was tested by relevant experts and professors, and it had high validity. After the questionnaire was issued, the time interval between the two tests was one month, and the reliability coefficient of the two tests was 0.908, which was highly correlated (P

1.2.3 literature method

Consult the relevant literature, obtain the relevant information of this study, and determine the research topic.

2 Results and analysis

2. 1 current situation of PE teachers (as shown in table 1)

It can be seen from the table 1 that the age structure of school PE teachers is reasonable. Young teachers account for 34%, young and middle-aged teachers account for 47%, and the proportion of young and middle-aged teachers is high, accounting for 8 1% of the total. From the education level of teachers, we can see that teachers have a strong sense of self-improvement through continuous learning. Undergraduate and junior college education has increased from 12% and 49% at graduation to 27% and 70% at present, and the junior college education of physical education teachers has reached 97%. Although PE teachers have a college degree or above as high as 97%, only 27% of them graduated from PE majors and 73% from non-PE majors. 42% teachers are full-time engaged in physical education, and nearly 58% teachers are part-time teachers in other disciplines. 12% of the teachers engaged in physical education have senior primary school titles, 54% have primary school teacher titles, and 34% have primary school titles without titles. There are some serious problems in these seemingly reasonable academic qualifications and titles. The proportion of teachers who graduated from non-physical education majors is too large, and the proportion of teachers who graduated from individual physical education majors who did not undertake physical education teaching tasks because of their professional titles promotion is too small. These problems have seriously affected the teaching quality of physical education and health in rural primary schools.

2.2 Status of site and equipment

Among the 33 schools surveyed, 22 schools have no standard track and field venues, accounting for 67% of the total. Only one school in the basketball field has 17, accounting for 52%. There are 46% schools with no more than three table tennis venues, and other sports venues are even less. Although all schools are equipped with corresponding sports equipment. However, the configuration is uneven. Take basketball, which can be played in all schools, as an example. There are 90 schools with good conditions and only 8 schools with poor conditions. The sports equipment in most schools can't meet the teaching needs of the corresponding sports teaching content. The Code for Architectural Design of Primary and Secondary Schools promulgated by the state in 2007 clearly stipulates that the sports ground should be able to accommodate all students to do exercises during class hours. Primary school students should not be less than 2.3m2 Track and field venues, when the number is less than 900, it is appropriate to use a 250m circular runway; When the number of people is 1200 ~ 1500, a 300m circular runway and some necessary sports equipment should be adopted. In the actual investigation, it is found that there is a big gap between the construction of stadiums and equipment in rural primary schools in Dazhou and the relevant national regulations. Some basic sports can't be effectively carried out and the teaching content can't be effectively implemented. The lack of school sports venues and equipment can not meet the needs of teachers' teaching and students' participation in sports, which seriously restricts the development of school sports.

2.3 Analysis of the current situation of school physical education teaching

2.3. 1 physical education class's class.

The "Regulations on School Physical Education" promulgated by the state clearly stipulates that there are four sessions of physical education class every week in the first and second grades of primary school, and three sessions of physical education class every week in the third to sixth grades. The survey shows that all rural primary schools can run physical education class normally. However, a considerable number of schools failed to set up physical education class, 57% failed to set up physical education class in the first and second grades of primary school, and 42% failed to set up physical education class in the third to sixth grades. In the specific interview survey, it is found that although physical education class is arranged in the curriculum of some schools, it is occupied by other main courses. Occupancy is mainly manifested in two aspects. One is that due to the influence of weather and climate, physical education class cannot be carried out outdoors, but only indoors. These indoor physical education class are occupied by the so-called main courses. The other is near the end of the term and graduation, indoor physical education class and outdoor physical education class are occupied. The purpose of career is to let students study the main courses, hoping to get good grades in the final or entrance examination.

2.3.2 The implementation of the new PE curriculum standards

Since 200 1, our country has been carrying out the new curriculum standard of physical education and health, requiring school physical education teaching to make physical education teaching plan and implement physical education teaching according to the content of the new curriculum standard. In the actual investigation, it is found that only 10 schools use the new physical education curriculum standards, and the other 23 schools do not use them, accounting for 70%. The reason is that leaders at all levels do not pay enough attention to sports work and management is not in place. Physical education teachers lack the opportunity to exchange and study with other countries, resulting in information occlusion. In addition, the education authorities have not paid enough attention to the requirements of the new curriculum standards and the supervision of the implementation of teaching materials. These subjective and objective factors show that in the current environment, there are still many practical difficulties for rural primary schools in Dazhou to standardize physical education and meet the requirements of the new curriculum standards.

2.3.3 Physical education teaching plan and the implementation of the teaching plan

Compiling and making a physical education teaching plan is the premise of standardizing physical education teaching and ensuring teaching quality, which makes the school physical education teaching work continuous and systematic. The survey shows that in the surveyed schools, the semester teaching plan is basically made according to the syllabus, and only 50% schools make the school year teaching plan. Teaching plan is a class plan based on the work plan of the semester or school year and the specific situation of the school and class. Compiling teaching plans can help teachers improve their teaching level and scientific research ability, and it is also an important link to ensure teaching quality. As can be seen from the table, nearly 70% of teachers have only some or even no teaching plans in physical education. In the investigation, it is found that the more stadiums and equipment are available, the more fully the school prepares the lesson plans, and vice versa, the more casually the lesson plans are prepared. Full-time teachers basically prepare all lesson plans and some lesson plans, while part-time teachers only have some lesson plans or even no lesson plans. The specific reasons may be:

(1) The teacher did not have a good grasp of the guiding ideology and specific content of the syllabus, so there was no way to start when writing the lesson plan.

(2) There are many non-PE teachers and part-time teachers in rural primary schools. Because they have not received formal PE training, they don't know how to write PE lesson plans.

(3) Some part-time teachers don't know enough about physical education class. They think that physical education class is for children to play with. As long as the teacher is there, there is no need to write lesson plans.

(4) School leaders do not pay enough attention to physical education.

2.3.4 Development of two exercises and one lesson (as shown in Table 6)

The "School Physical Education Regulations" requires that primary schools should arrange exercises between classes every day, arrange extracurricular sports activities more than three times a week, and ensure one hour of sports activities every day. In the actual investigation, each school makes reasonable and effective arrangements as far as possible according to the actual situation of the school. Because of the low requirements for venues and equipment, eye exercises can be effectively carried out in all schools. However, due to the limitation of space and equipment, nearly 50% of students in the school can't do exercises every day, and some schools even cancel exercises in the sixth grade near graduation. The development of extracurricular activities is also restricted. There are not even extracurricular activities once a week, or even more than half. Although some schools arrange extracurricular activities two or three times a week, they cannot be effectively carried out because of the weather, climate or temporary occupation by other courses.

3 Conclusions and suggestions

3. 1 Raise awareness and strengthen physical education teaching management

The competent education department should establish an evaluation system of physical education teaching in rural primary schools according to the "School Physical Education Regulations" and the actual situation of rural primary schools. Unrealistically implementing relevant standards and regulations must be avoided, which will dampen the enthusiasm of teachers. At the same time, we should avoid taking a laissez-faire attitude because of many difficulties, so that physical education class and sports activities become a mere formality. Evaluating physical education objectively and fairly urges schools to take strengthening students' physical fitness as the basic goal of school education, conscientiously implement the guiding ideology of "health first", fully implement the National Standards for Students' Physical Fitness and Health, and regard health quality as an important indicator for evaluating students' all-round and healthy development. Strengthen the management and supervision of physical education teaching, put an end to students' wrong behaviors of going to physical education class and taking up sports extracurricular activities, learn from the experience that sports scores in the senior high school entrance examination are included in the total score, or try it out in the junior high school entrance examination to urge schools to implement various sports work and improve students' physique.

3.2 Gradually increase investment and improve the school's hardware facilities through multiple channels.

First of all, we should play the role of the main channel of government investment. Constantly increase investment in rural sports, at the same time, schools should include special sports funds in the education budget to ensure that it grows with the growth of education funds. In accordance with the requirements of the "Nine-year Compulsory Education Full-time Physical Education Syllabus", we will further strengthen the construction of school sports venues and sports equipment, and gradually improve the hardware facilities for students' sports activities. At the same time, we should constantly broaden financing channels and integrate social resources. Combined with the support of the current "new rural construction", "rural sports year" and other projects and activities, we will improve the construction of basketball courts, football fields and other venues and enrich all kinds of sports equipment. Accepting donations from caring people or reaching a "co-construction and sharing" with entity enterprises is also a channel to improve sports facilities in rural schools. At the same time, it is also an effective way for the school to actively use the existing conditions, adjust measures to local conditions, use local materials, and organize teachers and students to design and modify sports equipment by themselves. In short, the problem of insufficient construction of sports venues and equipment in rural schools can be gradually solved by opening up channels and taking various measures, and the physical exercise of students can be effectively guaranteed through the continuous improvement of physical education hardware facilities in rural primary schools.

3.3 Improve the quality of physical education teachers and create a good physical education teaching environment.

Focus on strengthening the construction of physical education teachers, and the construction of teachers should focus on solving the shortage of teachers. To solve the shortage of physical education teachers in rural primary and secondary schools, we should start from the following aspects: First, take practical measures to guide and encourage physical education graduates to teach in rural primary and secondary schools. The second is to help in-service teachers with strong sports ability to participate in the training of relevant sports knowledge and skills, and undertake sports teaching tasks after passing the qualification. Third, the administrative department of education should strictly control the structure of the teaching staff, ensure that the establishment of physical education teachers is not squeezed out, and the promotion of physical education teachers' professional titles is not affected, thus stabilizing the teaching staff.

3.4 Combined with folk sports, enrich the content of physical education according to local conditions.

In the case that the shortage of sports venues, sports equipment and sports funds cannot be effectively solved in a short time, the majority of physical education teachers should innovate in the development of physical education curriculum resources, and carry out as many sports activities as possible that are in line with students' physical and mental characteristics and conducive to their healthy growth under the conditions of existing venues and equipment. For example, the school has a small venue, and there is no track and field, so it is impossible to carry out normal middle and long-distance running teaching. Then you can use a small venue to carry out a turn-back run with the same fitness value, which can also play a very good exercise effect; For example, it is practical and interesting to add elements of sports density and intensity to local traditional folk sports games such as "throwing sandbags" and "occupying houses", and then redesign the teaching design and apply it to physical education. Rural schools can fully tap folk sports with strong local characteristics according to local actual conditions, form local textbooks with rural characteristics, and enrich physical education teaching content. At the school sports meeting held every year, these local sports events are fully arranged to promote the all-round development of school sports work.

3.5 Strengthen training, and constantly improve the comprehensive quality of physical education teachers.

With the deepening of the new curriculum reform, new educational concepts, teaching methods, teaching models, teaching techniques and teaching means are constantly introduced. Restricted by geographical location, economic conditions and other factors, rural physical education teachers are slightly slower than urban teachers in updating their professional skills and professional level. In view of this situation, the education authorities should organize physical education teachers to carry out some practical, effective and practical training, and gradually improve the comprehensive quality of rural physical education teachers to meet the new teaching requirements. With the support of the competent authorities, schools with good conditions for running schools in cities and towns can pair up with rural schools to improve the physical education level of rural schools through effective business exchanges and meet the needs of school physical education reform and development.