With the development of information technology, electronic schoolbag has become a hot topic of the broad masses of teachers and students, however, its application in the teaching not widely carried out, it is just exploratory. The biggest obstacle is the lack of the software environment and resources environment of electronic schoolbag in the application of classroom. How to design electronic schoolbag, provide an ideal learning environment for students, is the primary problems of the application of electronic schoolbag in the learning environment. This article is based on the functions and characteristics of electronic schoolbag, aiming at the problems existing in the learning environment, propose the overall design model of electronic schoolbag learning environment, analyze its features are in detail and take primary school science for example, provied concrete application case and the actual application result. It has important practical significance for the construction of electronic schoolbag learning environment and the design of teaching activity in electronic schoolbag learning environment.

Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.