Study On The Inquiry-based Teaching Strategies Of Information Technology Curriculum In Rural Junior Middle School

With the rapid development of information society,problem-solving skills have become the core competency needed in the 21 st century.To examine the students’ problem-solving skills,the author conducted a pretest in a rural junior high school,and found that there are some problem existed in the rural junior high school students:First,students are lack of initiative in solving problems and some of them are afraid of difficulties.Second,in terms of the strategies and methods of solving problems,students are week in using information technology to solve practical problems,and some students have thinking limitations in solving problem.Thirdly,students also need to improve the ability of creativity,transfer,comprehension,expression,evaluation,and improve the quality and effectiveness of problem solving.Therefore,this research explores the application of inquiry teaching in the information technology course of rural junior high school to improve students’ problem-solving ability.This research is mainly divided into five research processes.First,in the preparation stage,the author visited the rural junior high school and attended the class of information technology to find the existing problems,and then reviewed the theoretical basis of inquiry teaching,so as to define the research problems.The second is to construct the inquiry-based teaching strategies.Connecting with the reality of rural junior high school,the author established the inquiry-based teaching strategies for information technology course in rural junior high schoolby by dint of literature research and investigation.The third is to conduct instructional design and resource development,explore teaching resources and teaching cases,etc.The fourth is the application practice stage,using quasi-experimental research to carry out teaching experiment for more than one semester,and testing the implementation effect by knowledge test and questionnaire survey.The fifth is the research summary stage.The author deduced the research conclusions,analyzed problems for further research,reviewed and wrote down the whole research process.On the basis of above fingdings,this paper comes to three conclusions:Firstly,inquiry-based teaching strategy can effectively enhance the interest and enthusiasm of rural junior middle school students when they are learning in information technology course.Secondly,Inquiry-based teaching strategy can deepen the rural junior middle school students’ understanding of information technology knowledge and improve their academic grades.Thirdly,Inquiry-based teaching strategies can guide the students to take action to think and explore,so that students’ ability to solve problems can be enhance.It is specific in three aspects.(1)Students’ initiative in solving problems has been improved.(2)The strategies and methods of solving problems have been improved greatly.(3)In the process of exploration,students have improved the quality and effectiveness of problem solving,gradually mastered the logical thinking ability of problem solving,and realized the transfer ability.There are two main innovations of this research: Firstly,it established the inquiry-based teaching strategies for information technology course in rural junior high school.With the aim of enchancing the problem-solving skills of junior high school students,and combining with the rural reality,the course was carried out from the perspective of problem solving.Secondly,through practical research,it tested the validity of inquiry teaching strategy for information technology course teaching in rural junior high school.