In the process of teaching practice and teaching plan design, high school information technology teachers have the following defects and deficiencies in cultivating students' information literacy: First, high school information technology teachers have not fully considered students' individual differences and personality characteristics. Every student is an independent individual. Different learning experiences, learning foundations and learning experiences lead to differences in students' comprehensive learning ability and learning acceptance level. Ignoring students' individual characteristics and differences, setting and formulating unified learning standards and learning objectives for students, carrying out information technology teaching activities in senior high schools in the same teaching method, and arranging students with different learning tasks and learning contents in the teaching process will delay the progress of students with high comprehensive learning ability or reduce the learning enthusiasm of students with relatively weak learning ability. Second, the information technology teaching staff in senior high school did not make clear the students' dominant position in classroom teaching activities, did not take the development and expansion of students' autonomous learning ability and innovative practice ability as the teaching center, and did not pay attention to cultivating students' learning enthusiasm, learning initiative and learning interest in the information technology discipline in senior high school. Instead, they focus their teaching energy and teaching objectives on helping students pass the exam smoothly and achieve ideal results, which leads to the neglect or neglect of students' and parents' acceptance attitude towards information technology subjects in senior high schools. Students do not have a correct learning attitude towards information technology teaching in senior high schools, and they know little or a little about the knowledge content and technical points of information technology. Not only is the basic knowledge of the subject not solid, but the ability of analysis, thinking and hands-on operation is even worse. It is impossible to apply the knowledge of information technology to practice to solve practical problems, and it is not conducive to cultivating students' autonomous learning ability and innovative practice ability in the field of information technology. Third, the evaluation system of information technology teaching in senior high school is not perfect, and the written test method of difficult and basic knowledge of subjects is widely used to test students' learning effect. The deficiency and defect of the learning evaluation system indirectly make it impossible for students and parents to improve their attention and enthusiasm for information technology learning in senior high schools. Fourthly, the information technology teaching staff in senior high schools have a low level of professional knowledge and lack of vocational teaching ability, so they can't design a teaching scheme that can develop students' thinking ability and cultivate students' information literacy ability according to students' individualized learning requirements. High school information technology teachers generally do not pay attention to improving their own teaching level, can not constantly reserve and enrich their own information technology teaching knowledge, and have no opportunity to participate in teaching experience exchange and discussion activities or other information technology teaching ability training activities.
2 high school information technology teaching process to cultivate students' information literacy reform measures
The reform measures to cultivate students' information literacy in the process of information technology teaching in senior high schools are as follows: First, strengthen the association and connection between information technology teaching activities in senior high schools and other disciplines, so that students can also use or experience the knowledge content of other disciplines in information technology classroom teaching activities, thus improving students' practical ability, analytical thinking and summary ability, comprehensive application and induction ability, and finally improving students' learning enthusiasm for information technology teaching activities in senior high schools. The second is to establish a performance evaluation system for information technology teaching in senior high schools, giving up the single score test, and integrating various evaluation factors in the process of evaluating students' academic performance and testing their learning ability, such as students' hands-on experimental operation level, students' daily learning data records, students' information technology learning progress, students' enthusiasm and autonomy in learning information technology subjects in senior high schools, and so on. The third is to provide opportunities and feasibility for information technology teachers in senior high schools to improve their professional knowledge and cultivate their vocational teaching ability. Education departments and school leaders can provide sufficient time and appropriate places for information technology teachers to participate in teaching experience imparting activities, teaching achievement sharing activities and teaching design method discussion activities, so that teachers can exchange and share teaching experience with each other, analyze the problems existing in information technology teaching practice and the corresponding solutions, and help each other and improve together in dialogue and exchange. Information technology teachers need to change their teaching concepts and combine high school classroom teaching practice with students' daily life and practical experience to help students understand and understand the close correlation and indispensable importance of information technology and real life, so as to improve students' interest in learning information technology knowledge. The fourth is to emphasize students' subject and leading role in high school information technology classroom teaching practice. The practice of information technology classroom teaching in senior high school is student-centered, pays attention to students' learning needs and learning process, and teachers give students timely help and guidance. The selection of teaching methods and the design of teaching content should take the development and cultivation of students' information literacy as the reference standard, constantly guide students to actively observe, actively think and analyze, and actively carry out practical operations, and combine information technology knowledge with other disciplines and apply it to specific life practice activities.
To sum up, the shortcomings in the teaching process of information technology in senior high schools include: teachers do not fully consider the individual differences and personality characteristics of students, do not take the development and expansion of students' autonomous learning ability and innovative practice ability as the teaching center, the teaching evaluation system is not perfect, the professional knowledge level of teachers is not high, and the vocational teaching ability is not enough. The corresponding reform measures are to strengthen the association and connection between information technology teaching activities in senior high schools and other disciplines, establish a performance evaluation system, provide sufficient time and appropriate places for information technology teachers to participate in teaching experience imparting activities, teaching achievement sharing activities and teaching design method discussion activities, take students as the center and subject of teaching activities, pay attention to students' learning needs and learning process, and continuously improve students' autonomous learning ability and comprehensive information literacy.