The Roles of ICT in Chinese Literacy Education--论文代写范文

51Due论文代写平台essay代写范文：“The Roles of ICT in Chinese Literacy Education ” 文献表明,信息通信技术在支持素质教育中扮演重要的角色，可以培养动机,兴趣,并影响对发展环境的认知，提高认知阅读,写作能力。下面主要从几方面进行展开论述，如兴趣动机，情感的发展，解决教学难点，以及提高自主学习能力，信息通信技术的优势体现在方方面面。下面的教育essay代写范文来进行论述。

Abstract
  The literature reveals that ICT plays important roles in supporting literacy education in China in cultivating motivation, interest, and affect and developing cognition and metacognition in the contexts of reading, writing, literature, and character recognition.

  Motivation. There are a large number of articles discussing how to use ICT to motivate students’ interest in learning language, reading, writing, and literature. For example, Zhong (Zhong, 2008) described how to use multimedia programs to enhance teaching Chinese characters. When teaching the concept “water” to young students, the teacher played a video clip with the music in the background, showing a winding stream, the magnificent Yangtze River, the vast ocean, and the peaceful West Lake. This video clip grabbed the attention of the elementary school students right away. While they enjoyed the beautiful sceneries, the students were completely immersed in the simulated natural environment. It evoked the students’ feelings and understandings about water and the relationship between water and their day-to-day life. At this point, the teacher paused the program and began to explain the concept of water, the formation and characteristics of the character “water” (水). The multimedia created a visual effect on learners and presented a vivid image, which would help students to retain the information in their long-term memory. The students not only learned how to recognize and read the character “water”, but also understand the deep connotations associated with the concept “water”. Therefore, ICTs make Chinese class fun and interesting (Yang, 2007).

  Affective Development. The multimedia affordances are used not only to motivate students’ interest in studying literacy, but also to support their affective and cognitive development. Affects and cognition are deemed to go hand in hand in reading comprehension and literature appreciation. A large number of articles examined how ICTs can be used to provoke senses, feelings, and imaginations, and present simulated environments to immerse students in the environment depicted by the text and help them experience and understand literature (e.g., a prose or a poem). Xu (2010) demonstrated how she used multimedia programs to stimulate learners’ imagination and evoke their feelings when she taught reading comprehension on a lesson titled “Chinese International Rescue Team is Terrific!”. This text described how the Chinese rescue workers worked hard to rescue the people in a foreign country from the natural disaster. The vivid pictures touched the student to tears as the teacher read aloud the text. The use of pictures created an atmosphere in which silence speaks more than words.

  Skill development. A great number of articles share ideas on how technology can be used to develop students’ abilities that are important to learning language and literature, including observation, critical thinking, imagination and creativity. Li (2009) found that many students were unable to make careful observations of people, things or sceneries in real life and form the connection between the things they observed to their own life experience, so she took advantages of multimedia technology in her teaching as an innovative teaching effort to develop students’ observation ability. In teaching younger children to write an essay on the topic of “A Small Lovely Animal”, the teacher first demonstrates how to describe a white rabbit by using a multimedia program. The multimedia program first demonstrated the rabbit in an instructionally logical order, first showing the entire picture of a lively white rabbit, then gradually panning to different parts of the rabbit, zooming in and zooming out and from different angles and perspectives (Li, 2009). Students could choose to pause at a specific point of the program or replay the program. With the help of the multimedia program, the teacher guided the students to engage in the writing task, that is, describing the small white rabbit specifically, clearly and vividly, and in a logical and sequential order.

  Teaching difficult points. ICTs have been used to support teaching Chinese characters, abstract concepts, and difficult language points, such as imageries, metaphors, ironies and other rhetorical devices. At the elementary level, multimedia programs have been used to teach character recognition and writing. Animations have been designed and used to explain the formation of Chinese characters from the historical and etymological perspectives, for example, the image of water (水/shui/), reprensented by streams, rivers, lakes, and oceans, can be designed to gradually be transformed to the Chinese character through animations created with some authoring software like Adobe Flash (Zhong, 2008). This animation can be followed by demonstrating the process of writing the character water (水/shui/), showing how to write the strokes and explaining the sequence of the strokes for a given character (Bian & Wang, 2005).

  Self-regulated learning. The rich web resources allow teachers to create open-ended learning environments that encourage inquiry, problem solving, and self-regulated learning activities. Wang (2006) illustrated the design of an open learning environment using webresources to promote self-regulated learning. During the instruction of the lesson Taiwan Butterfly Valley, students are first asked to read the text to acquire a preliminary understanding of the fascinating butterflies. Then the teacher would prompt the students with the question “In what ways do you find the Butterfly Valley fascinating?” 

  The students are requested to search for, underline and read the sentences describing the magnificent views of the butterflies. Next, the students are further prompted to search for relevant information from the web resources, including articles, pictures, and animation to help learners further experience the views described by the texts. Wu (2002) discussed how web resources could be integrated to foster reading comprehension. In order to engage students in self-monitoring and self-regulated learning processes, Wu suggested providing students with question prompts to guide them in the inquiry process of searching, selecting, classifying and reorganizing relevant information in order to generate solutions to problems. For instance, when teaching the lesson “We Only Have One Earth”, which is related to environmental protection, the following question prompts were provided: “Why should we pay attention environmental protection? How do we deal with emissions and waste in chemical industry? In agriculture, which chemical fertilizers and pesticides will cause pollution to soil and water?” Students may use the question prompts as guide while browsing websites and resources to gain relevant information and formulate answers to the questions. After the web searching activities, students are asked to discuss with group members about the issues and to generate reports on environmental protection.

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