Digital Empowerment for Chinese Language Teaching in Rural Primary Schools: Exploration of Optimization Paths and Innovative Strategies
Abstract
Against the backdrop of the deep integration of digital transformation in education and the Rural Revitalization Strategy, digital technologies are playing an increasingly important role in rural primary school education. By breaking geographical barriers to educational resources, adapting to students' individual differences, building professional development platforms for teachers, and innovating teaching evaluation mechanisms, digital technologies provide a new multi-dimensional and collaborative approach to Chinese language teaching in rural primary schools. This approach effectively responds to long-standing problems, including insufficient educational resources, a weak teaching faculty, and rigid teaching methods. Based on the current development status of rural education and the characteristics of Chinese language teaching in primary schools, and combined with the application practices of digital technologies in the field of education, this paper analyzes the practical value and core advantages of digital empowerment for Chinese language teaching in rural primary schools. It constructs optimization paths from four dimensions, namely resource supply, teaching implementation, teacher development and evaluation system, and puts forward targeted innovative strategies, aiming to provide practical references for promoting the high-quality development of Chinese language teaching in rural primary schools and advancing educational equity.
References
- Xue, F. F., & Zhang, Y. Y. (2024). A survey on digital literacy of teachers in rural primary and secondary schools. China Examinations, 12, 74–82.
- Ministry of Education of the People's Republic of China. (2025). Outline of the Plan for Building an Education Power (2024-2035) [Policy document].
- Wu, Y. X., & Long, Z. (2025). How can technological resilience empower rural education revitalization. China Educational Technology, 9, 79–86.
- Wang, J. T., & Jin, S. M. (2025). A study on the differences in basic education opportunities between developed and underdeveloped regions. Journal of Educational Studies, 4, 34–52.
- Feng, J. J. (2025). Providing "suitable education" for every student: Value pursuit and institutional design of "suitable education". Journal of Central China Normal University (Humanities and Social Sciences Edition), 5, 34–42.
- Qiu, L. J., & Liu, X. Z. (2023). Rural education revitalization in the era of artificial intelligence: Opportunities, challenges and countermeasures. Education Academic Monthly, 5, 47–53.
- Guo, Y. J. (2025). Construction of the integration and development mechanism of urban and rural education under the rural revitalization strategy. Journal of Teaching and Management, Z1, 23–27.
- Yao, Y. X., & Lei, J. H. (2023). Artificial intelligence empowering rural education governance: Logical approach, limiting factors and promotion paths. Education Academic Monthly, 9, 50–57.
- He, M., & Zhang, Y. (2007). Design of a remote visual learning and teaching research platform for rural education master students. China Distance Education, 12, 51–54.
- Shi, Y. J., Tang, B., & Xing, J. S. (2021). Empowering rural education development with information technology under the rural revitalization strategy. Guizhou Social Sciences, 1, 152–160.
- Liu, X. N. (2023). Practical effects and reform paths of rural education in China in the new era. Theory and Practice of Education, 19, 20–25.
- Xu, C. C., & Xue, Q. R. (2025). Opportunities, challenges and solutions of rural education development from the perspective of new-quality productive forces. Modern Education Management, 11, 36–44.