Research On The Effectiveness Of Classroom Teaching Based On Group Cooperative Inquiry Mode

From the development situation of current education reform, the concept of middle school information technology has changed from classroom teaching for students to master the simple skills into enhancing the students’ information literacy, more committed to how to use flexible teaching mode, enrich teaching content, design teaching link and perfect teaching evaluation, to improve the quality of the Middle school IT classroom teaching. Eventually, it provides a learning platform for students to create experience of information, enhance the information literacy, strengthen information awareness and use IT all their life. This allows students to be able to use it in their daily lives, to achieve true mastery.Currently, the quality issues of the domestic junior IT classroom teaching are becoming increasingly significant. The concept of the efficient classroom education is increasingly being recognized, and has been award great attention to education sector, and the research on the effectiveness of classroom teaching of IT has become increasingly urgent. Therefore, based on the current status of domestic teaching, we must deeply dig up internal factors and external factors affecting the effectiveness of classroom teaching from the teachers’ teaching ideas, teaching methods, degree of specialization, the students’ learning styles, learning interest and equipment with all kinds of school teaching facilities, and strive to improve the status of teaching through identifying problems, analyzing problems and solving problems, and as much as possible to improve the quality of classroom teaching. However, it seems that under limited conditions how to better improve teaching quality has become one of the problems that vast number of classroom teachers have to think.The paper deeply investigates and researches the junior IT classroom teaching quality of Xi’an Tie Yi Bin He Middle School from the following aspects:First, according to the actual teaching situation, we carefully select teaching content, determine the teaching objective and carefully design classroom links based on team cooperation to explore the mode. Second, at the core of the classroom teaching objective, we complete personalized evaluation standards of the effectiveness of classroom teaching based on the student’s learning situation, and then make evaluation standards diagrammatic. Finally, through the design of teaching experiment, we collect the experimental data and multi-dimensionally, multi-angledly to explore the team cooperative inquiry teaching mode for junior IT classroom teaching, analyze the effectiveness of students’ classroom "learning" and teachers’ classroom "teaching".Through the study on practice for teaching case, we show that the results fully demonstrate the necessity to build personalized evaluation standards of the effectiveness classroom teaching for the characteristics of different schools, different disciplines and different learning situations and the importance about a comprehensive and detailed analysis of the classroom teaching for specific teaching practices. The research on effectiveness of classroom teaching is an important assurance for subsequent classroom effective teaching, and it will play a certain incentive and guiding role for the subsequent teaching. Through experimental demonstration, this study preliminarily realized the expected goal of combining theory research and practice.