The Study Of Inquiry-based Learning Of Physics In High School Supported By Information Technology

Since 21 century, Information Technology has already become one of the most active, fastest developing, and most extensively affective fields in science. How to take full advantage of Information Technology and explore its unlimited power for supporting teaching and learning at primary and secondary levels thus becomes a brand-new but urgent issue for educators all around China. Since Physics in high school is a fundamental course within the realm of science learning, it aims to exalt students' science literacy, facilitate learners' overall development, and promote students' personality development. As an important learning method, Scientific Inquiry has already become the core notion and basic foundation upon which the curriculum and instruction of science is established. As a result, Science Inquiry becomes an indispensable part of Physics in high school.Taking Inquiry-based Learning of physics in high school as its research focus, the present study thoroughly probes how Information Technology can be reasonably and effectively integrated with Inquiry-based Learning of physics in high school. After examining comprehensively the main constituents of Scientific Inquiry, the organization of physics knowledge in high school, the assessment of Inquiry-based Learning of physics, and the existent methods of applying Information Technology, this study concentrates on the following three aspects: 1) Principles of implementing Information Technology in Inquiry-based Learning of Physics (adaptability, flexibility, integrality, and conciseness); 2) Strategies for irtegrating Information Technology with Inquiry-based Learning of Physics (motive strategy, regulating strategy, inquiring strategy, and assessment strategy); 3) Realization of Inquiry-based Learning of Physics supported by Information Technology (system model, implementation model, and concrete ways).By adopting both theoretical and practical approaches, this study constructed its own System Model of Inquiry-based Learning of Physics supported by Information Technology and elaborated all the contents ofeach constituent. Meanwhile, based on the seven critical elements of Scientific Inquiry, this study also exhibited some practical implementation models and displayed the roles which Information Technology might play in Inquiry-based Learning of Physics in high school.In the final chapter, with the statistics obtained from both existent research and its own case study, this study draws a conclusion and points out the direction for future research, so as to present reference for the implication of Inquiry-based Learning of Physics supported by Information Technology in high school.