Research On Inquiry-based Teaching Practices In High School Information Technology To Promote Deep Learning

The digital age has fundamentally changed the way people acquire information and think about problems,with more attention being paid to cultivating learners’ deep learning abilities.Deep learning as a learning process emphasizes the growth of learners’ rational reflection,motivates them to draw connections between old and new information,and empowers them to utilize knowledge flexibly to solve real-world issues,which fulfills the changing demands of modern society for talents.Deep learning is hampered in today’s high school information technology classrooms as teachers frequently employ alternate teaching approaches that call for less intellectual input from learners.Thus,it is essential to investigate a teaching approach aimed at strengthening learners’ capacity for deep learning.In order to review and summarize the meanings and traits of deep learning and inquiry-based teaching and learning,as well as illustrate how the two are related,this paper employs a literature research methodology.To begin with,the main concerns influencing deep learning in the high school information technology classroom were analyzed using the findings of the student questionnaire and teacher interviews.From these questions,the Deep Learning Route(DELC)is then integrated to build an inquiry-based teaching and learning process that promotes deep learning,based on deep learning theory,constructive learning theory,and situated cognition theory,with the learner at the center.The teaching process consists of six parts: "creating a deep context to activate thinking","creating an atmosphere of inquiry to inspire deep thinking","carrying out independent inquiry","collaborative inquiry,deep interaction,and communication","deep inquiry progression","summarizing and improving,displaying results,and reflecting on evaluation".Finally,the teaching process was put into practice in the senior secondary school in Z.Upon the completion of the teaching practice,the following findings from this study were obtained through the collecting and analyzing of questionnaires,works,interviews,and evaluation forms of the inquiry activities: The constructed inquiry teaching method may boost learners’ learning motivation,deepen their understanding of and construction of knowledge,enhance their capacity for problem-solving,critical thinking,and active inquiry,and foster a positive change in their learning attitude.Hence,the teaching and learning process effectively promotes the development of learners’ deep learning.