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ss Access to ICTs
Classroom space is not simple classroom entity, but a three-dimensional networkinformation system consisting of students, teachers, teaching contents and the medium. Torealize the informatization in classroom, it is inevitable to optimize the presentation mode,circulation mode, storage mode of the classroom space overall information system so as toachieve the purpose of promoting teaching and learning, and promote the development ofstudents.Based on the analysis above, we think Class Access to ICTs is a system coalesced theinfrastructure, software resources and the integration of information technology andclassroom teaching content. At present, there is no unified definition for Class Access to ICTs in academia andpractice field. Therefore, the connotation of Class Access to ICTs will be defined as: ClassAccess to ICTs means that each class is equipped with hardware and software that can be usedfor information communicating, informationized resource obtaining and utilizing, terminalinformation displaying, which could realize the effective integration of informationtechnology and daily teaching, improve the revolution of teachers’ teaching methods andstudents’ learning style, and finally promote the development of students.
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2.2 Researches on Class Access to ICTs Based EFLL
The teaching purpose of “futureeducation” training is: through training, all teachers (except the computer teachers) of primaryand secondary schools learn and master new education concepts and teaching methods, that is,every teacher and every student should learn to use information technology and resources, sothat in the process of learning, the students can learn to study and work, which is beneficial tocultivate students’ innovative thinking, practical ability, team work spirit and research ability.The implementation is helpful to improve the students’ information accomplishment andlearning ability and advantageous for the application of the network teaching means insubject.Until now, information technology has been implemented in teaching in some countries.The United States, Britain, Germany, South Korea and Japan have regarded educationinformatization as a basic project of the government’s education construction in the lastcentury. Next, the author will briefly introduce the construction of information system ofBritain, Germany and Korea.
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Chapter Three Theoretical Framework...... 25
3.1 Document Support ...... 25
3.2 Theoretical Support..... 26
3.2.1 Constructivist Theory ..... 26
3.2.2 Input Hypothesis........ 28
3.2.3 Audio-Visual Theory ...... 31
3.3 Summary ...... 34
Chapter Four Research Design and Process.... 35
4.1 Research Methodology .... 35
4.2 Design of the Questionnaire and Interview ........ 36
4.2.1 Questionnaire Survey ..... 36
4.2.2 Interview Conduct ..... 36
4.3 Research Subjects ....... 37
4.3.1 Subjects of the Questionnaire ........ 37
4.3.2 Subjects of the Interview ..... 37
Chapter Five Results and Analysis .... 39
5.1 Analysis of the Questionnaire Results ...... 39
5.2 Results and Discussion of the Interview........ 48
5.3 Specific Merits of Class Access to ICTs ........ 50
5.4 Summary ...... 51

Chapter Five Results and Analysis

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