The Application Research Of The Inquiry Teaching In The Information Technology Course Of Middle School

Along with the network technology, especially the rapid development of Internet,as the core of computer information technology into production, every aspect of life,changed the human way of life and work, so that humanity has entered the high-speeddevelopment of the information age. Social changes caused by the education in thefield of major reform era, new demands on education, indoctrination in the traditionalteaching methods have been difficult to adapt to the needs of society and studentsdevelopment. So the basic education curriculum reform advocates autonomous,inquiry, found the way of learning, to enable students to master the methods andStrategies of inquiry.[1]according to the requirements of the curriculum reform,information technology teachers from the view of subject characteristics, changes inteaching methods in the daily teaching, timely introduction includes a variety ofteaching method of inquiry teaching, guide students to take the initiative to discover,to enable students to truly become the masters of learning, thus to promote students’all-round development.Inquiry teaching method is under the guidance of the teacher, the students’ activeparticipation to find problems, the process of searching for answers, thus to cultivatestudents’ ability to solve the problem of teaching activities. The expert scholar[2]abroad to the extensive concern and research about inquiry teaching. Relativelyspeaking, research on Inquiry Teaching in China started late, but with thepopularization of basic education curriculum reform and quality education, inquiryteaching is one of the hot spot of teaching reform, the education workers conductedin-depth exploration and research. For the junior middle school informationtechnology class, introducing the inquiry teaching can effectively improve the qualityof teaching information technology courses, cultivating students’ innovative spirit andability of inquiry.Based on the above background, the author makes a preliminary study on theinquiry teaching theory. This paper aims to explore in ordinary junior middle schoolinformation technology teaching how to reasonably, effectively introduce inquiry teaching methods, and learning classroom in junior middle school informationtechnology with traditional teaching.The text is composed of six parts:The first part is the introduction part, firstly, the research significance andbackground of the paper, and the related literatures were reviewed, including thedomestic and foreign scholars on the research of inquiry teaching theory and practiceand the specific to the junior middle school information technology class, makes theresearch of inquiry teaching.The second part is a summary of the inquiry teaching theory, can be divided intothree small sections. The first section is to inquiry and inquiry teaching understanding;the second section from humanism and constructivism of two theories, analyzed thetheoretical basis of inquiry teaching; the third section discusses the common forms ofinquiry teaching.The third part first analyzes the characteristics of information technology coursesin junior high school, and expounds the possibility in the junior middle schoolinformation technology class application of inquiry teaching, the inquiry teaching ofmiddle school information technology course.The fourth part in the first three parts based on the study of the theory, theapplication of inquiry teaching in the junior middle school information technologyteaching strategies in the practice, the specific implementation process includecreating the situation, identify problems, research activities, exhibition and exchange,evaluation summary and six links to expand reflection.In the fifth part, the author taught the class as the object of study, the case studyof inquiry teaching, in order to verify the rationality of the application of strategy,summarized the practice of inquiry teaching in junior middle school informationtechnology course and experience.The sixth part is the conclusion part.