Deep Integration of Rasch Model and English Classroom: Language Teaching Development under Information Technology

Abstract

The informatization of education is an important part of the industrialized informatization of our country and an inevitable path for the development of contemporary education. The development of informatization as well as industrialization is driving the changes of the times and the continuous innovation of people’s way of thinking, living habits, and educational methods. The continuous innovation of computer technology and the widespread use and popularization of various classroom methods of English teaching have led to the continuous optimization and upgrading of English teaching at the higher education level in China. However, with the rapid spread of university education and the varying levels of English teaching in higher education institutions, there are a series of problems that need to be solved in the process of transformation of information technology teaching. Therefore, this paper examines the deep integration of the Rasch model and the English classroom from a practical context: language teaching development under information technology. Through an in-depth discussion of theories such as language teaching and information technology development, the development of language teaching in China’s English classrooms is studied using the Rasch model analysis method. It is concluded that our teachers’ English teaching methods are relatively backward, not sufficiently matched with the current needs of our students, and the teaching methods are relatively homogeneous. And based on the problems, it is proposed that firstly, educators should have objective information literacy and orientation criteria; secondly, high-quality and content-rich English training units should be developed to facilitate implementation; and finally, suggestions are made to promote the development of information materials in the context of teaching practice.