In 2010, Korea Education and Research Information Service put forward the implementation of the program for the popularization of computer classrooms in primary school, especially in rural primary schools [4] . The UK also put emphasis on developing “Digital Self-confidence System” since 2011 [5] . In 2017, American White House launched Connect ED Plan [6] which states clearly that the transition of American education to digital learning would be realized within five years. In 2016, Japan issued Education Informationization Acceleration Plan, which defined the information application ability of the next generation [7] .

Chinese digital education resources got a rapid progress in recent years. The quantity of digital resources is from few to lots of. The quality of digital resources is also from low to high, from one way output to mutual interaction [8] . Reference [9] puts forward that the Education Information System which covers both urban and rural schools should be set up till 2020. The idea of promoting the construction and sharing of high quality education resources and speeding up high quality education resources to rural areas are also put forward in The Development of “National Education Plan” in 13th Five-Year [10] . In 2012, the Ministry of Education of China launched “Modern Distance Education Project for Primary and Secondary Schools in Rural Areas”. According to “A Special Supervision Report on the National Education Information Work in 2016”, there were 64,000 teaching spots till November, 2014 [11] .

In order to arouse students’ interest, broaden their horizons, cultivate critical thinking of the rural primary school students, the digital education resources should be simple and practical. Micro-lectures of phonetic module are supposed to offer standard pronunciation for rural primary school English teachers and students and help them erase their local accents in English pronunciation. Vocabulary micro-lectures are expected to offer different games and methods of English vocabulary teaching and learning. Typical video text and theme analysis should focus on cultivating the rural primary school students’ critical thinking. There is also a module of western and Chinese culture. It means to broaden rural primary school students’ horizon and make them know more about the foreign cultures. There are many famous stories and universal text in primary school students’ Chinese textbook. Students have been familiar with them in Chinese, so a module of English version of those famous stories and universal texts is helpful to guide the students appreciate and enjoy English culture and the nature of English.

The digital education resources should not only include language points of phonetics, vocabulary, language skills of English teaching and learning but include western and Chinese culture. It includes both modules that can be used in class and modules that help rural primary school teachers improve their teaching ability. There are also such modules as lesson planning, English teaching methods and typical class of teaching.

Three groups of experts guide the rural primary school English teachers to use the digital education resources. The first group refers to university experts who are interested in primary school English teaching and have knowledge of theories and methods of primary school English teaching and learning. The second group refers to primary school English instructors whose daily work is to help primary school English teachers improve their teaching ability and organize various kinds of teaching contests, activities of open classes and model classes. The third group refers to excellent primary school teachers who are very familiar with the daily teaching. The three groups cooperate with each other to make their guidance to maximizing synergy.

The three groups of experts regularly organize the rural primary school English teachers get together to learn how to make full use of the digital education resources. The rural primary school teachers who attend the short-term centralism training are supposed to train their colleagues when they return back to their own primary school.

The three groups of experts come into the rural areas and organize the rural primary school English teachers get together at one school. The rural primary school teachers speak out their difficulties and puzzles met in the process of using the digital education resources. The university experts, the primary school English instructors and the excellent primary school teachers cooperate with the local primary English teachers to discuss how to solve these problems and work out practical solutions.

The three groups come into the rural primary school to attend and observe their normal English classes. After classes, the experts share their ideas and suggestions on the classes they attended. Meanwhile, the teachers who have classes should also share their own experience and ideas.

The members of the online forum include the university experts, primary school English instructors, excellent primary school teachers and rural primary school English teachers. Each member is supposed to share ideas, resources, difficulties and puzzles in this forum. Each member is also expected to discuss and offer responses and ideas actively in this online forum.

According to ecological principles, the units in the same niche will compete with each other and their adaptability will be improved [17] . Meanwhile, “Symbiotic Effect” shows that exchange between individuals and mutual influence will greatly promote the whole group.

For one thing, by using digital education resources, rural primary school English teachers are able to broaden students’ horizon, create a vivid and interesting phenomenon to learn English and make full use of situational language teaching. For another thing, rural primary school English teachers can guide and promote the rural students think for themselves easily and more frequently with the help of digital education resources. In the process of thinking for themselves, students’ competitive and cooperative consciousness can be cultivated and students’ strong inspiration to learn English can be promoted. In the process of using digital education resources, the teachers’ role will change from instructor to learning partner, from broadcaster to communicator, from supervisor to prompter and from actor to director. At the same time, the students’ role will change from mechanical receiver to active thinker, from passive listener to active questioner, from passive learner to active learner and from audience to actor. The changes of the roles of teachers and students are illustrated in the following Figure 1.

Discourse is a kind of behavior which is used to meet some communication purposes. Discourse is also the connection of semantics and pragmatics. It can

be both in written form and oral form. It is a kind of thing that is under people’s consciousness but it dominates the different languages, ideas, and behavior patterns of each person [18] .

In the process of using digital education resources, the rural primary school students have much chance to express their ideas in English, get more opportunities to communicate with each other in English and become more interested and willing to learn English. It can be illustrated in Figure 2.