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Chapter One Introduction

1.1 Research Background
In recent years, China’s foreign language Education has been greatly improved, the ruraljunior middle school English education has also made great progress. However, because ofeconomic and cultural gap in different districts of our country, the quality of middle schoolEnglish teaching is uneven, especially the rural junior middle school English learning.Restricted by various subjective and objective factors, the quality of English teaching isworrying in most rural junior middle schools.Firstly, the overall quality of rural junior middle school English teachers is weak. Atpresent, quite a number of English teachers do not conform to the degree required, whichmakes standard English teachers insufficient, and there are even English teachers who are upto national standard but do not graduate from English major of a normal school. This shows, some English teachers in rural junior middle schools are not qualified. This, to a great extent,restricts the improvement of English teaching quality of rural junior middle school.The weakness of rural junior middle school English teachers’ quality is mainly embodiedin the following aspects: 1. Some teachers are stale, defend inherent experience, do not payattention to the educational reform. 2. Some of the teachers misunderstand and misuse newteaching material, or unilaterally understand the current English teaching materials. Someteachers may use others’ teaching methods directly without thinking, and some areinsufficient of innovation ability. Besides, some teachers do not organize teaching reallyaccording to the requirement of new curriculum standard, or apply novel teaching methodsand agile teaching organization to mobilize students to actively participate in class activities.All these lead to students lacking the opportunity of actively participating in language practiceand even easy to emerge disgusted emotion.
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1.2 Research Questions
As the application of Class Access to ICTs spreads over both rural and urban schools ofZhengzhou, the author would like to know whether it is worthwhile to spend so much moneyto the popularity of Class Access to ICTs. Once coming into using it when the author teachesrural middle school students as a student teacher, the convenience and abundant informationof Class Access to ICTs convinces the author that Class Access to ICTs does promote studentsEnglish learning.This thesis tries to explore a new way of teaching English via Class Access to ICTs,namely, modern information technology, to optimize the English learning of rural middleschool students. It reviews the development of Class Access to ICTs and makes aquestionnaire and an interview about the promotion of Class Access to ICTs to rural middle school students’ English learning efficiency. It also tries to find out the answers to thefollowing questions by conducting the questionnaire and interview.The thesis tries to answer three questions:
1. How is the teaching equipment Class Access to ICTs applied to English teaching inrural middle schools?
2. What is the result of the questionnaire and interview?
3. What pedagogical implications does the research bring forth to teachers and students?
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Chapter Two Literature Review

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