







































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 1, 2025 

www.scholink.org/ojs/index.php/elsr 

163 

Original Paper 

The Obstacles and Relief Paths of the High-quality 

Development of “Internet + Quality Education”—Taking Pugu 

Township of Liupanshui City as an Example 

Qiuting Liu1* 

1 Department of Education, Southwest University, Chongqing, China 

* Qiuting Liu, Department of Education, Southwest University, Chongqing, China 

 

Received: February 16, 2025   Accepted: March 1, 2025    Online Published: March 16, 2025 

doi:10.22158/elsr.v6n1p163        URL: http://dx.doi.org/10.22158/elsr.v6n1p163 

 

Abstract 

The article conducted a case study on the implementation of “Internet + quality education” in rural 

areas of Southwest China. It found that the infrastructure of “Internet + education” has basically 

realized full coverage. “Internet Plus” is subtly affecting the level of children’s qualitative development， 

and the effectiveness of the implementation of “Internet + quality education” has gradually become 

obvious.  

Case presentations to look at the reality, “Internet + quality education” still face a lot of difficulties such 

as: an imbalance in the structure of the teaching force, insufficient Teachers’ innovative ability in 

information technology teaching; low degree of integration between “Internet+” and quality education; 

Parents’ knowing less about quality education; students lack self-control and other dilemmas. In view of 

this, we should optimize the structure of the teaching staff and improve the overall professional quality 

and innovation ability of information technology teaching; establish a high-quality “Internet + quality 

education” resource base and management system; establish a three-dimensional “Internet + quality 

education” home, school and community co-education network. Starting from the three paths, we can 

realize the relief of obstacles. 

Keywords 

Internet + quality education, quality education, rural children, quality development 

 

1. Problem Formulation 

Quality education is implemented for the purpose of improving the quality of the whole nation and for 

the progress of social development and the comprehensive development of human beings, and must pay 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

164 
Published by SCHOLINK INC. 

close attention to the needs of the development of modern society for the quality of human beings (Wang, 

2012). Since the 1980s, the Chinese government has required primary and secondary schools to 

implement quality education in relevant documents and laws and regulations (Yu & Song, 2011). In 2010, 

the “Outline of the National Medium- and Long-Term Educational Reform and Development Plan” 

(2010-2020) was clearly stated that “quality education is a key element of the national education system. 

(2010-2020) clearly pointed out that the implementation of quality education as the theme of education 

reform and development, to cultivate students’ sense of social responsibility, innovative spirit and 

problem-solving ability, etc. (Ministry of Education, n.d.). It can be seen that quality education is the 

main direction of education nowadays, and it is of great significance to the growth of children in 

mountainous areas (Qi, 2022). At present, the quality of education in mountainous areas has basically 

been able to implement the full range of schools, but the children in mountainous areas have not been 

able to get a better quality of education resources, which is reflected in the mountainous areas of the 

implementation of quality education and the Internet between the link is still shallow, the implementation 

of the Internet is not comprehensive enough, the information literacy of the students is relatively lack of, 

easy to be held hostage to the Internet’s negative impacts, and so on. Therefore, it is necessary to correctly 

introduce the “Internet +” to help children in mountainous areas to obtain more quality quality education 

resources, and promote the development of urban and rural compulsory education of high quality and 

balance. 

The Internet in “Internet+” refers to a new type of information technology represented by big data, cloud 

computing and artificial intelligence, while “+” represents the transformative effect of the Internet on 

various industries, which catalyzes the change and development of traditional industries through the 

penetration of the Internet (Xie, 2016). “+” can also be understood as ‘linkage’, that is, the connection 

and interaction between the Internet and various industries, to jointly create new things and realize cross-

border integration. In recent years, Internet + education has become an important part of education in 

various regions, and the title of Chapter 19 of the “Outline of the National Medium- and Long-Term 

Education Reform and Development Plan (2010-2020)” is “Accelerating the process of informatization 

of education”, which requires ” Informatization of education into the overall strategy of national 

informatization development, and promote the modernization of educational content, teaching methods, 

and methods” (Yang & Shi, 2018). So the linkage of quality education and Internet + has an important 

practical significance. 

This paper defines “Internet + quality education” as a kind of in the moral, intellectual, physical, aesthetic 

and labor five education teaching content presentation, students’ learning methods, teachers’ teaching 

methods, teacher-student interaction and other aspects of the depth of fusion with the Internet +. Only 

the Internet and quality education to realize the real linkage, in order to push China’s quality education 

to the real high-quality development, for the education of a strong country to strengthen the foundation 

of the cushion stone. Research will be the Internet and quality education “linkage”, both “cross-border 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

165 
Published by SCHOLINK INC. 

connection” and “dynamic integration”, to explore a quality education in line with the development of 

rural mountainous areas. “Internet+Education”, with a view to promoting quality education. 

 

2. Research Design 

This study is based on a case study, selecting elementary school and junior high school students in Pugu 

Township, Panzhou City, Guizhou Province in the southwest as the research object, and most of the 

investigated contents are objective data, mainly in terms of significant variables. In order to ensure the 

quality of the research data, the content of the questionnaire was determined after many discussions. The 

interviews in this study were conducted after the questionnaires were returned in order to gain an in-

depth understanding of the reasons behind the answers to the questionnaires. 

2.1 Subjects of the Study 

An elementary school and a middle school in Phu Quoc Township were selected for the questionnaire 

survey, and the grades in which the students were placed were differentiated according to grades 1-3, 

grades 4-6, and middle school, based on which the questionnaires were distributed. In order to ensure the 

quality of the questionnaire results, a certain percentage of the number of people in the corresponding 

grade sections were required to participate in filling out the questionnaires. In order to ensure the 

authenticity of the study, three elementary school teachers and three parents were randomly selected for 

interviews, and the principal of Hope Primary School in Pugu Township was also interviewed, so as to 

objectively and truthfully present the current situation of “Internet + quality education” in Pugu Township, 

to find out the dilemmas and challenges faced by Pugu Township in the implementation of quality 

education in the context of Internet +, and to put forward targeted development paths. To find out the 

dilemmas and challenges of implementing quality education in Pugu Township under the background of 

Internet+, and to put forward targeted development paths. 

2.2 Data Description and Research Method  

The study distributed 150 questionnaires through online channels, utilized SPSS27.0 to clean the data, 

eliminated invalid questionnaires, and finally obtained 122 valid questionnaires, with a validity rate of 

85.30%. Among them, 10, 85 and 27 questionnaires were distributed for grades 1-3, 4-6 and junior high 

school, accounting for 8.2%, 69.67% and 22.13% respectively. The questionnaire is in anonymous form, 

which protects the privacy of children in mountainous areas on the one hand, and can guarantee the 

authenticity and validity of the questionnaire on the other; it consists of three parts, namely, the basic 

demographic information, the information related to the Internet+, and the self-assessment form of 

quality development level (Qixun, 2022), which make up the main body of the questionnaire. The Self-

assessment of Quality Development Level (Qixuan, 2022) is divided into five modules of moral, 

intellectual, physical, aesthetic, and labor based on the Guidelines for Moral Education in Primary and 

Secondary Schools issued by the Ministry of Education, and the questions of each module are divided 

into 7, 8, and 9 dimensions based on the policy documents issued by the state, which has been proved to 

have a better reliability and validity. The questionnaire is divided into 4 scoring levels, using Richter’s 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

166 
Published by SCHOLINK INC. 

4-point scale, with higher scores indicating a better level of children’s quality development and vice versa, 

indicating a poorer level of quality development, which clearly presents the development level of 

children’s quality education in Phu Quoc Township.  

 

3. The Case Presents: “Internet + Quality Education” Implementation Status Quo 

In the background of the rapid development of the Internet +, the Internet in the implementation of quality 

education in Pugu Township has shown the primary form of mutual linkage, the development of 

information technology in education is subtly affecting the quality of children’s development level in 

Pugu Township, the implementation of quality education results have gradually come to the fore. 

3.1 “Internet + Education” Related Infrastructure Basically Realizes Full Coverage 

In the primary and secondary schools participating in this survey, after a field visit, we found that each 

class has been equipped with multimedia equipment connected to the Internet, realizing a coverage rate 

of 100%, and teachers are teaching more frequently with multimedia networking, which is in line with 

the “Ten-year Development Plan for Education Informatization (2011-2020)” issued by the Ministry of 

Education, which puts forward that the basic coverage of all areas and all levels of schools with 

broadband Internet access will be realized by 2020. Realize the comprehensive coverage of broadband 

network in all regions and schools at all levels and all types of schools, schools at all levels and all types 

of schools are basically equipped with multimedia teaching environment under network conditions and 

other requirements (Yang et al., 2021). As a whole, the Internet has deeply influenced the development 

of compulsory education in Phu Quoc Township. 

3.2 “Internet +” Subconsciously Affects Children’s Quality Development Level 

Entering the new era of information society, quality education requires the cultivation of “all-round 

development of human beings” connotation is constantly enriched, which requires that it should cover 

more concepts to promote the all-round development of human beings, and quality education is required 

to cultivate more all-round development of human beings with information literacy. The comprehensive 

coverage of “Internet Plus” has brought great convenience to children’s learning in Southwest China, 

from online course learning through the Internet to boutique course learning, to online interactive 

classroom and live course learning, “Internet Plus” makes students’ learning more flexible and diversified, 

and makes students’ personalized needs more diversified. Internet+” makes students’ learning more 

flexible and diversified, makes students’ personalized needs satisfied, and makes students’ experience of 

‘Internet +Education’ more realistic. The Internet is injecting vivid power into the education ecology and 

comprehensively influencing teaching and learning. 

In the primary and secondary schools in Pugu Township that participated in this questionnaire survey, 

from the point of view of students’ use of the Internet for learning, the vast majority of children have 

participated in “Internet + education”, and more than 80% of them believe that the school carries out on-

line course teaching through the Internet, and participate in the “Internet + education” through cell phones, 

tablets, TVs and other electronic products. About 36% of children study online for less than 1 hour a day 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

167 
Published by SCHOLINK INC. 

on average, about 38% study online for 1-2 hours, and about 22% study for more than 2 hours; in addition, 

students not only use electronic products to participate in “Internet + education”, such as taking online 

courses, but also use electronic products to participate in “Internet + education”. In addition, students not 

only utilize electronic products for “Internet + Education”, such as studying online courses, consulting 

study materials, and studying in interest classes, but also use electronic products for entertainment and 

recreation on the Internet. This shows that children in Phu Quoc Township are able to utilize electronic 

products to serve their learning needs and satisfy their hobbies, and to obtain rich information from the 

Internet and expand their horizons. The Internet is subtly affecting the quality development level of 

students. (Shown in Figures 1 and 2) 

 

 

Figure 1. Have you Participated in “Internet + Education”? 

 

 

Figure 2. You Average about “Hours of Online Learning Per Day” 

 

3.3 The Effectiveness of Quality Education Implementation in the Context of “Internet Plus” Is Gradually 

Becoming More Prominent 

Combined with the research data, it is found that the implementation of quality education in Southwest  



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

168 
Published by SCHOLINK INC. 

China in the era of “Internet +” has been effective. With the promotion of the strategy of rural 

revitalization, Pugu Township has actively responded to the Party’s call to actively carry out quality 

education, and better implemented the national policy requirements for the implementation of quality 

education in the countryside, and quality education has achieved certain results, with the effectiveness of 

moral and intellectual education being particularly prominent, but it still needs to be continuously 

strengthened and improved according to the requirements of the socialism with Chinese characteristics 

entering into a new era and the rapid development of the information society. 

On the whole, the implementation of quality education in Pugu Township is better, as shown in Table 2, 

the average value of children in the self-assessment module of moral education reaches 3.5, indicating 

that the implementation of moral education in Pugu Township is good; the average value of the module 

of aesthetic education is 2.92, which scores the lowest among the various modules of quality education, 

indicating that the implementation of aesthetic education in Pugu Township is poorer in comparison with 

the other modules, and it needs to be strengthened, and the art education in the rural areas is still the weak 

level of school education, and it is the best way to improve the quality education in Pugu Township. Art 

education in rural areas is still a weak level of school education and a prominent part of quality education. 

In order to cultivate a well-rounded person, we should not only pay attention to the development of 

individual qualities, but also cultivate the overall structure of qualities. The “wooden barrel principle” 

tells us that the amount of water in a wooden barrel depends on the height of the shortest plank (2013). 

If one aspect of the effective structure of quality is poor, the function of this structure will be weakened, 

and the person will have unsatisfactory performance in the corresponding situation. That is why it is 

necessary to pay special attention to the harmonious development of the student’s talents and personality 

and to avoid one-sided development. 

 

Table 1. Status of Implementation of Quality Education in Phu Quoc Commune (children’s self-

assessment form) 

 

4. Reality: “Internet + Quality Education” Implementation of the Dilemma 

The report of the 20th Party Congress puts forward that “education, science and technology, and human 

resources are the basic and strategic support for the comprehensive construction of a socialist modernized 

country” and “adhere to the people-centered development of education, accelerate the construction of a 

 Minimum Maximum average 

Moral Education 2.13  4.00  3.50  

Intellectual Education 1.63  4.00  3.13  

Physical Education 1.75  4.00  3.16  

aesthetic education 1.70  4.00  2.92  

labor education 1.78  4.00  3.12  



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

169 
Published by SCHOLINK INC. 

high-quality education system, develop quality education, and promote educational equity” (2022). With 

the development of China’s education, the nine-year compulsory education policy is fully implemented, 

the majority of rural children and teenagers in the Southwest region, “no school” problem has basically 

been solved. Although the infrastructure of “Internet + education” has basically achieved full coverage, 

the facilities and equipment related to the implementation of quality education through the Internet are 

still seriously insufficient; due to geographical differences and the dual structure of urban and rural 

economy and other objective factors, the distribution of educational resources between the east and west, 

urban and rural areas, the distribution of quality and balanced integration of quality and high quality 

development, and so on. These problems are still hindering the forward development of education in the 

Southwest China region, and there is still a long way to go before rural children can have a good education 

in the era of “Internet Plus”. 

4.1 Imbalance in the Structure of the Teaching Staff, and Insufficient Ability to Innovate in 

Informatization Teaching 

First of all, the imbalance in the structure of the teaching force is reflected in the serious aging of teachers. 

Due to the serious aging of some teachers, the coverage of teachers in primary and secondary schools in 

Pugu Township who use Internet+ for education and teaching is narrower, making it more difficult for 

schools to improve teachers’ IT teaching application ability as a whole. Due to the serious aging of 

teachers and the reluctance of young teacher trainees to teach in rural areas, the overall educational level 

of teachers in Phu Quoc Township is low, making training and learning of education information 

technology more difficult, further contributing to the difficulty of popularizing education information 

technology in schools. In addition, the school’s hardware facilities can only meet the most basic Internet 

teaching, belonging to the primary stage of education informatization, far from the current requirements 

of the state advocated by the information technology education, scientific use of information technology 

to improve the level of teaching and learning is even more difficult to realize the idea, all of these are to 

impede the implementation of the Internet + quality education problems. 

Secondly, the imbalance in the structure of the teaching force is manifested in the lack of teaching force 

and the existence of a large number of “top teaching” phenomenon. Inadequate teacher strength in 

mountainous areas is another major challenge to the development of quality education in mountainous 

areas in the era of “Internet +”. Geographic remoteness, poor basic living conditions and facilities, and 

limited space for future development are all important reasons why schools in mountainous areas are 

unable to recruit teachers or young teachers are unwilling to stay. After completing their undergraduate 

studies in the city, young teachers adapt to the convenient transportation and infrastructure of the city 

and are unable to tolerate the difficult environment of the mountainous areas, leading to a shortage of 

teachers in mountainous areas. The most direct consequence of the shortage of teachers is that quality 

education cannot be implemented comprehensively and effectively, not to mention the high-quality 

development of quality education. The phenomenon of a large number of “top teaching” is due to the fact 

that many teachers enter the mountain education system by taking exams related to their undergraduate 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

170 
Published by SCHOLINK INC. 

majors, but later, due to the serious wastage of teachers in the schools, some teachers are assigned to 

teach subjects that are not related to their own majors, or even one teacher teaches three courses that span 

a wide range of subjects. In addition, some young teachers choose to come to the mountainous areas to 

teach in order to give themselves “gold-plated”, with a utilitarian mentality can not concentrate on 

teaching, but also affects the quality of teaching, “gold” after the resignation, resulting in the mountainous 

areas of the school can not find the same specialty in a timely manner of teachers to teach students, the 

students can not adapt to the new school, and the students can not adapt to the new school. Students can 

not adapt to the new teacher, can only find the existing teachers to teach. “Teachers have to cope with the 

inspection of schools by leaders at all levels, and they are pestered by all kinds of activities other than 

teaching, and they do not have the time and energy to understand, learn and master the “Internet+” 

education and teaching methods. Teaching methods. This leads to the quality of education in mountainous 

areas can not guarantee the quality of education, students can not get quality education resources, thus 

also hindering the quality of education towards high-quality development. 

4.2 The Low Degree of Integration of the Internet and Quality Education 

The use of “Internet +” to carry out reforms in mountainous areas of education is to meet the children 

and parents of mountainous areas of high-quality education of the good wishes of the inevitable path, 

“Internet +” is the realization of the overall arrangement of the national quality of quality education 

resources is an important initiative to effectively solve the dilemma of the lack of quality education 

resources in mountainous areas. Lack of quality education resources in mountainous areas. However, the 

reality is that primary and secondary schools in Phu Quoc Township do not have access to high-quality 

quality education resources, “Internet +” related equipment can only meet the most basic classroom 

teaching, resulting in the use of “Internet +” implementation of quality education utilization rate is 

relatively low, the linkage between the two aspects. The linkage between the two is relatively shallow, 

still belonging to the primary stage of “Internet + education”. Among the children who participated in 

the questionnaire survey, 81.97% thought that their schools had arranged online courses, but 18.03% still 

thought that their schools had not organized online courses. Further understanding of the online courses 

arranged by the school, it will be found that the intellectual education courses are far ahead, followed by 

the moral education courses, and comparatively speaking, the online courses such as physical, aesthetic, 

and labor courses are carried out less, or even not carried out. The reason for using the Internet to promote 

the intellectual education program is to fulfill the heavy teaching task. After the new curriculum reform, 

a part of the weekly teaching time is set aside for moral, physical, aesthetic and labor education, and the 

class time left for the teaching of intellectual education is even more tight, so the use of the Internet to 

implement the intellectual education has become the most arranged online courses, resulting in other 

quality education has been seriously neglected. Secondly, schools do not have more quality education 

resources to help teachers carry out “Internet + education”. This is manifested in the lack of relevant 

smart classrooms, smart facilities for aesthetic education, physical education and labor education, which 

can only be carried out in real-life teaching and cannot be effectively linked with the Internet. (Figure 3) 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

171 
Published by SCHOLINK INC. 

 

Figure 3. What Are the Online Courses Arranged by the School？ 

 

4.3 Parents’ Hidden Worries about Their Children’S Addiction to the Internet and Their Low 

Understanding of Quality Education 

The survey found that although students’ parents support their children’s use of the Internet for learning 

(Figure 4), they are more worried about their children’s addiction to the Internet and games when using 

the Internet, and their lack of self-control, and they think that the introduction of the Internet into 

education will affect their children’s learning and ruin their children’s future, and they will prohibit their 

children from using cell phones and other electronic products except for the time required by the teachers 

of the school to conduct on-line teaching and cut off their children’s opportunities for exposure to the 

Internet other than in their living environments. They will prohibit children from using electronic 

products such as cell phones except for online teaching required by school teachers, and cut off children’s 

opportunities to access the Internet except for their living environment. 

Parents’ lack of understanding of quality education is a challenge to the implementation of quality 

education at the family level. During the field research, three parents were randomly interviewed about 

their knowledge of quality education, two parents had no idea about quality education, and another parent 

didn’t even know about quality education, didn’t know about their children’s learning and hobbies, which 

seriously affects the implementation of home-school cooperation in quality education. The influence of 

the family on children is subtle, and plays a pivotal role in the quality of children’s development level, 

parents’ “ignorance” will certainly affect the overall effectiveness of the implementation of quality 

education. In addition, during the interviews with parents, it was found that parents did not pay enough 

attention to their children’s studies, and since most of the guardians had junior high school or elementary 

school education, and some of them were even illiterate, this directly led to the lack of effective family 

tutoring for the students after school (Figure 5), and the vast majority of the children had only their 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

172 
Published by SCHOLINK INC. 

parents as guardians. Most of the children’s guardians are only one of the parents, mostly mothers, while 

fathers are always working outside the home, and mothers have to manage all the affairs of the family, 

so they are not capable of studying for their children; followed by grandparents and other relatives, 

although children are not left-behind children in the traditional sense, they are not far behind the left-

behind children in terms of their situation, and they are prone to have a weak character, inferiority 

complexes, and so on, and they have more difficulties in studying, and they are not able to get good 

personality and psychological development. The children are not left behind in the traditional sense, but 

they are in a situation similar to that of left-behind children, and are prone to weak character, low self-

esteem, and so on, and have more difficulty in learning, as well as in personality and psychological 

development. 

 

 

Figure 4. Whether Your Parents Support You to Participate in “Internet + Education” 

 

 

Figure 5. Literacy of Your Caregiver (the Person Who Actually Takes Care of You at Home) 

 

4.4 Students’ Lack of Self-control and Vulnerability to Being Taken Hostage by the Internet 

The study found that the implementation of quality education through the “Internet+” has both positive 

and potentially negative effects. The positive aspects are reflected in the fact that the popularization of 

the Internet has brought many conveniences and benefits to the learning and ability enhancement of 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

173 
Published by SCHOLINK INC. 

children in mountainous areas, such as being able to broaden their horizons, acquire new knowledge, 

improve their creativity and thinking skills, obtain powerful learning tools, improve their information 

literacy and information technology application skills, enrich their recreational activities, enhance their 

interest in learning, and improve their independent learning and self-management skills (Hao, 2022). 

Potential negative impacts are manifested in the time of Internet use and information screening. Firstly, 

children’s self-control is weak and it is difficult for them to control the time of use, which affects their 

rest and other activities and is easy to become addicted. Secondly, it is difficult to avoid and screen 

negative information, affecting eyesight and other aspects of physical health, decreasing attention span, 

and weakening the ability to think on their own initiative. Therefore, the negative impact of the use of 

Internet + education and how to avoid, is the school needs to focus on consideration. 

 

5. Relief Paths: The Future Direction of “Internet + Quality Education” Quality Development 

“Internet + quality education” is a new way to differentiate the integration of the Internet and education 

in the past, ultimately pointing to the comprehensive development of human beings. Since the proposal 

of education informatization, the connection between the two in the past is still relatively superficial, the 

students’ learning style, way of thinking, the teacher’s teaching methods have not yet undergone profound 

changes, the entire education ecology has not kept pace with the pace of information technology, the rural 

education in the Southwest region is even more so, the interface between the two and the interaction is 

conducive to the Internet with the moral, intellectual, physical education, aesthetic education and labor 

education to achieve a true integration, helping students to improve information literacy and quality of 

education. It helps students to improve their information literacy and overall development, meets the 

requirements of socialist successors to be cultivated in the new era, and promotes the high-quality 

development of quality education in mountainous areas. 

5.1 Optimize the Structure of Teachers and Improve the Overall Professional Quality and Innovation 

Ability of Information Technology Teaching 

Whether China’s quality education can achieve high-quality development depends largely on the 

optimization of the structure of the teacher team and the improvement of the professional quality of the 

teacher team (Hao, 2020). The development level of the teaching force is a key factor restricting the 

development of “Internet + quality education” (Yao & Liu, 2017). In the face of the serious aging of 

teachers, as shown in the following figure can be based on the specific circumstances of different teachers, 

“tailored to the individual”, to carry out targeted layered training. Hire Internet + education related senior 

technicians and experts into the school to carry out information technology training, new and old teachers, 

backbone teachers, subject leaders as the basis for the division of the batch of teachers to carry out 

training, and encourage the old teachers to participate in the study of the most basic information 

technology means, master the most basic information technology capabilities, new teachers just entered 

the school teaching can also be required to carry out Internet + training, and then according to the 

teacher’s age, specialization and so on. New teachers who have just joined the school can also be required 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

174 
Published by SCHOLINK INC. 

to undergo Internet+ training. Later, according to the age and specialization of teachers, higher 

requirements can be put forward for the IT skills of new teachers, and an incentive system can be 

formulated to reward teachers for the effectiveness of their IT training, and different requirements can be 

set up for them to meet after the training. At the same time, Internet+ teaching competitions and training 

achievement competitions can be organized. Schools should actively create a harmonious and relaxed 

humanistic environment, reduce the frequency of teachers’ participation in various inspection activities, 

so that teachers can devote themselves to the teaching of Internet + quality education. Internet + era, the 

development of information technology has accelerated the update of all kinds of knowledge, constantly 

impacting the ecological environment of education, not only to make changes in the medium of 

dissemination of knowledge, but also to make changes in the way of thinking and access to knowledge 

of students, teachers are no longer the only source of students to obtain knowledge, the teacher will 

become a guide to help students learn how to learn, the data base of students’ learning, the development 

of students’ potential, the teacher and student Teachers will become guides to help students learn to learn, 

repositories of student learning, developers of student potential, and guides to the mutual promotion of 

teacher-student ethics. Therefore, it is very important for teachers to change their own concepts and 

strengthen their professional learning and information technology skills, “Technology will not replace 

the teacher, but the teacher who can use technology will replace the teacher who can’t use technology.” 

Teachers can only do with an open mind to accept the changes brought about by social development to 

the education ecology, use Internet technology intelligently in teaching practice, achieve the deep 

integration between the Internet and teaching, and keep abreast of the times to improve their own 

professional qualities and Internet + teaching skills in order to keep pace with the pace of information 

technology in education, and impart the most advanced scientific and technological knowledge to the 

students, so that they will not be eliminated from the era of the flood current (Wang, Yu, & Qi, 2021). 

5.2 Establishing a High-quality “Internet + Quality Education” Resource Bank and an all-round 

Adaptation System 

Establishing a high-quality Internet+ and quality education teaching resource base that includes teachers’ 

teaching and students’ learning. Its main purpose is to meet the opportunity of rural children in Southwest 

China to obtain better quality education resources, and to promote the comprehensive development of 

children and educational equity. High-quality “Internet + quality education” resource base should have 

the following points: first, the knowledge content of the quality education resource base to ensure that 

the knowledge covered by the resource itself has a complete logic, which is conducive to promoting the 

mastery of the complete knowledge of students. Secondly, a high-quality “Internet + quality education” 

resource base should cover a rich variety of materials, including students’ learning process support 

materials, teachers’ teaching process support materials and extension and expansion materials, and under 

each major category, it contains courseware, teaching design, question banks, etc., and then differentiate 

them according to the text category, material category and animation category. The material should be 

differentiated according to text, material and animation. Attention should be paid to the use of the Internet 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

175 
Published by SCHOLINK INC. 

to replace new materials in a timely manner, eliminating backward materials to ensure the dynamic cycle 

and effectiveness of the resource library. Finally, it should contain the structure of the curriculum system 

in line with the textbooks, which is conducive to teachers and students to use the resources as they go, it 

should be noted that teachers in the process of using the resource base should be based on the physical 

and mental development of the students and the existing degree of knowledge mastery of the curriculum 

in accordance with the knowledge of the logic of the organization, and the structure of the knowledge 

should be transformed into easy to pass and make students easy to understand the classroom content, 

which is a knowledge structure of the process of breaking and reconstruction. This is a process of 

breaking and reconstructing the knowledge structure, which requires teachers to have a certain degree of 

professional competence and IT teaching innovation. 

The establishment of a high-quality quality education resource base is not a one-size-fits-all solution, and 

it needs to be matched with an appropriate platform for communication and interactive feedback system, 

so that teachers and students can solve problems in the process of using it in a timely manner, and provide 

effective feedback suggestions and opinions. It also needs an all-round appropriate management system 

for its orderly management and supervision. First of all, establish a resource upload audit mechanism, 

encourage teachers and the community to participate in the expansion of the resource base, and encourage 

everyone to become a resource contributor to the quality resource base. Secondly, the public welfare of 

the quality education resource bank should be clearly stipulated, and the nature of the use of the resource 

bank should be regulated in the system, so as to avoid the interest and distortion of the nature of the use 

of the resource bank. Finally, it is also necessary to establish the management and regularized supervision 

mechanism of the quality education resource bank to ensure the normal operation of the resource bank. 

5.3 Establishing a Three-dimensional “Internet + Quality Education” Home, School and Community 

Co-education Network 

The implementation of “Internet + quality education” cannot be realized only by the internal strength of 

the education system, but must rely on the strength of society as a whole to build an effective “Internet 

+ quality education” network of home, school and social coeducation. The establishment of a three-

dimensional common education network platform is conducive to the integration of educational values 

between different fields of the family, school and society, and the construction of a quality lifeline for the 

quality development of quality education with a new pattern of all-round education. 

The three-dimensional home-school-society co-education network should do the following three things. 

The first is that schools take the lead in establishing institutionalized “home-school-society co-education 

committees,” and the government provides technical equipment and other support to establish “home-

school-society co-education websites,” and the central connection point of the entire network should be 

the school-led committees, which manage the websites. The central link of the whole network should be 

the school-led committee, which manages the website, and through this, it radiates to families and the 

public. The key point is to cultivate teachers’ awareness and ability to carry out home-school-social co-

education through the Internet, and deal with the problems encountered in the process of home-school-



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

176 
Published by SCHOLINK INC. 

social co-education in quality education through the “bridge” of teachers; we should also continuously 

strengthen the awareness and publicity of home-school-social co-education, and encourage more parents, 

public-spirited people, non-profit organizations, etc. to join us. We also need to strengthen the awareness 

and publicity of home-school-society co-education and encourage more parents, public-spirited people 

and non-profit organizations to join in, so as to expand the quality education resources available to 

students. Secondly, families, as the important main body of the co-education network, should assume an 

important role in the implementation of “Internet + quality education”. Because no matter how perfect 

the implementation of quality education in schools is, if there is no good family education and the active 

cooperation of parents, it is impossible to realize the healthy development of children’s personality and 

psychology and the comprehensive development of quality, and it is also impossible to realize the high-

quality development of quality education. The establishment of a common education network should 

firstly change parents’ prejudice towards the Internet, and fundamentally change their own concept of 

education; secondly, to help parents to establish a sense of responsibility, the committee can regularly 

provide parents with relevant Internet training, improve parents’ ability to use the Internet to 

communicate with schools and teachers, and how to carry out training in family education, so as to 

provide parents with experience in family education that can be used as a reference. Third, social forces 

are an important pillar in the implementation of “Internet + quality education”. The government should 

encourage social Internet+ enterprises to provide public welfare assistance to rural education, help 

develop shared application resources with local traditional cultural characteristics, local advantages, and 

school-based characteristics, and rural remote quality education resource libraries to ensure that children 

in mountainous areas have access to quality education resources at any time and any place, and to support 

education informatization and the development of educational reforms in the majority of impoverished 

areas and schools in mountainous and rural areas. Provincial universities have established one-to-one 

support or one-to-many support centers to help schools in mountainous areas of the province establish 

generative resource libraries, improve the ability of schools to use the Internet to share free and remote 

access to equivalent educational resources, so that teachers and students can jointly access and participate 

in the use of quality education resources and generate wisdom education. 

 

References 

Advancing unswervingly along the road of socialism with Chinese characteristics [N]. (2013). Hunan 

Daily, 2013-01-25(016). 

Gu, M. Y. (2023). There is no modernization of national education without modernization of rural 

education. Chinese Journal of Education, 2023(9). https://doi.org/10.1007/978-981-19-6355-1 

Hao, H. L. (2022). Investigation and research on the current situation of 3-6 years old children’s 

participation in “Internet + education”. Hebei University. 

Hao, W. W. (2020). Comprehensive optimization of teachers’ structure is urgently needed to promote the 

modernization of rural education. Chinese Journal of Education, 9, 32-37. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 1, 2025 

177 
Published by SCHOLINK INC. 

Ministry of Education. (n.d.). Outline of the National Medium- and Long-Term Education Reform and 

Development Plan (2010-2020) [EB/OL]. Retrieved from https://www.gov.cn/jrzg/2010-

07/29/content_1667143.htm 

Qi, X. (2022). Research on quality education for rural left-behind children. Anhui Agricultural University. 

Wang, Z. (2012). Consciously and firmly promoting quality education to let children grow up healthily 

and happily. Education Research, 33(1), 65-68. 

Wang, Z. J., Yu, X. Y., & Qi, M. M. (2021). Analysis of the focus point of rural education informatization 

development in China under the background of “Internet+”. China Electrification Education, 

2021(10). 

Wen, H. F. (Ed.). (2019, December). Principles and Methods of Basic Education Reform in China. 

Beijing: Education Science Press. 

Xie, M. (2016). Research on teaching wisdom under the background of “Internet + education”. Jilin 

University. 

Yang, R. Y. et al. (2021). China rural education development report 2010-2020 (05: 6). Beijing: Science 

Press. 

Yang, Z. S., & Shi, Y. Z. (2018). Policy evolution and theoretical exploration of quality education. 

Educational Research, 39(12). 

Yao, X., & Liu, Y. R. (2017). Path analysis of optimizing the structure of rural small-scale school teachers. 

Journal of Educational Science of Hunan Normal University, 16(4), 23-27.  

Yu, B., & Song, N. Q. (2011). The Role of Primary and Secondary School Principals in the 

Implementation of Quality Education. Education Research, 32(6), 23-27. 


