Information Technology Environment, Inquiry-based High School Biology Teaching Implementation And Countermeasures

As people abroad set off the wave of basic education reformation, our country has entered a new round of basic education curriculum reform. With the Ministry of Education appealing "the promotion of information technology and curriculum integration" strongly, "change the previous teaching methods and learning methods and enhance the spirit of innovation and practical ability of the students" has become one of this reform's hot spots and highlights. Inquiry Teaching has a positive meaning in improving the capability of exploring, collaborating and exchanging.With the new curriculum reform in-depth, Inquiry Teaching attracts more and more attention. At the same time, the development and improvement of information technology also provides a new environment for its implementation. However, Inquiry Teaching is also a relatively young teaching method compared to the traditional teaching methods, our country also faces too many problems such as the large population, the significant regional differences of education and so on. Therefore, this article begins with the background and significance of the study and then comes to understand the implementing actuality of this method in the biology discipline in high school of our country based on combing the related concept and the theory foundation thoroughly. At last, we identify the existing problems and propose some appropriate countermeasures according to the above. Specifically, the full text altogether has six parts of compositions:The first part is introduction. It introduced the research background, research significance, the domestic and foreign present research situation of Inquiry Teaching and the Biological Inquiry Teaching, and the research methods this article mainly used. The second part firstly defined some concepts such as Inquiry, Inquiry Teaching, and Information Technology and so on. Then we elaborated several foundation theories briefly such as the Subject Education Theory, the Humanism Theory, the Cognitive Structure Theory of Learning and the Construction Principle Theory.The third part takes Luoyang as an example, conducts a questionnaire survey to the implementation present situation of the Biological Inquiry Teaching in domestic high school. The questionnaire divides into the teacher questionnaire and the student questionnaire. The author introduced the implementation process of this questionnaire survey, and then carried on the questionnaire survey to the teacher or the student from some dimensions such as the application environment of Inquiry Teaching, a specific chain of activities, teacher and student's information technology ability, teacher training situation as well as implementation resistance. Finally, we carry on the simple statistics and the analysis to the final survey result.The fourth part is an effective supplement to the third part. We have the further understanding to Inquiry Teaching in field research's utilization condition through to the partial teacher's interview, and carry on the simple summary and induction to the interview result.The fifth part analyzes the questionnaire survey and the interview result and discovers the question which under the information technology environment in the high school biology inquisition type teaching exists. We discovered that there are school leader not to take, the contradiction between the teaching class hours and the course content, the class scale to be oversized, the unreasonable appraisal mechanism, teacher and student's limited ability, the insufficient training dynamics and validity and so on problems in the implementation process of the Biological Inquiry Teaching in high school. In view of these questions, we propose that we should promote the education to be fair diligently, make a plan for the teaching material content, reduce the teacher age difference, relate the college entrance examination closely, implement the multi-dimensional appraisal, strengthen the teacher training, increase the educational investment and so on countermeasures.The sixth part is a summary of this article. It indicated the research results and the deficiency briefly, and forecast the research direction of the future.Certainly, just as there is no multi-purpose teaching media, there is also no a universal teaching method, the Inquiry Teaching is not exceptional. There are many shortcomings such as low efficiency, the higher request to teaching location, teaching equipment and the class scale. In the field research, we only analyze the course content earnestly, combine the teaching condition, uses Inquiry Teaching reasonably, it can display its biggest superiority and serve for ours teaching.