Application Of Theme-Inquiry Model In Information Technology Teaching Of Junior Middle School

Due to the fast development of information technology and the continuous progress of fundamental education curriculum reform, there are many changes in the information technology teaching of junior high school. It is difficult for the traditional teaching methods to meet the requirements of education informationization, or to reflect the new philosophy of education curriculum reform. The object of education informationization is to implement quality education and cultivate innovative talents. Reform information technology teaching in junior high school and innovate information technology teaching model has become a important issues to be solved by information technology educationalists. The current teaching model requires not only the students should proactively participate in the teaching activities by continuous exploration and research, but also the teacher should utilize different teaching models or methods according to specific teaching objects and contents. All these should be incorporated into each lesson and summarized as a best teaching model. The front-line educationalists are carrying out some research combining the educational theory and teaching practice, so as to propose the new theme-inquiry teaching model to promote the cultivation of information technology quality of all students.The theme-inquiry teaching model is different with traditional teaching models, because it reflects the student-centered philosophy of education, and teachers are guiders and trouble-shooters. This model transforms the students'current learning style and unleashes students'potential, so make the learning process into a process of finding problems, analyzing problems and solving problems for the students. There are three essential characteristics: problem-centered, process-oriented and openness. The students proactively participate in the teaching activities, and are the main part of teaching activities, which helps students make more initiatives. The learning process is focusing on the students'self-inquiry and cooperate learning by groups, so they can find the methods and pathway to solve problems according to their existing knowledge and experiences. The teaching task can be accomplished by proactively meaningful construction which also fully reflects the cooperation and communications among students, and cultivates the students'ability to innovate.The theoretical basis of theme-inquiry teaching model is constructivist learning theory, humanistic theory and guide-main part teaching theory. This model uses the controlled experimental method, combines daily teaching practices with the learning characteristics of junior middle school students. It analyzes self-study design, cooperative learning design, situational problem design, teacher-student relationship design in the teaching process, source of resources design, so is more suitable for Information technology teaching of junior high school students. In order to improve students' interest, the implementation of theme-inquiry teaching in the classroom uses of three kinds of evaluation methods: improving points scoring method, group self-assessment method and intra-group peer assessment method. This study proves by practice that theme-inquiry teaching emphasizes students'principle of reflecting success and failure, inspires students'desire to explore by setting situational problems, improves students'learning interests, and helps to cultivate students'learning initiatives. It emphasizes that students should use both their hands and heads during the learning process, cultivates students capabilities of cooperation, communication and innovation, and inspires students'learning interests. This model transforms the students'learning attitude, reduces students'polarization, and is a effective teaching model suitable for students to learn information technology. The adopt of this teaching model is an active exploration of adapting new curriculum reform.