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Line subject teachers are users of information technology teaching resources, to meet the actual needs of the teachers of information technology teaching resources teaching resources is the most important function embodied, the only way information technology teaching resources to enter the classroom, only to have vitality, and be seen to meet the teachers The demand is the development of information technology teaching resources, building the basic premise; measure the validity and applicability of information technology teaching resources reliable basis. What kind of information teaching resources are the teachers, however, the most urgent need for it? This is a standard answer to the question, the reason is that different teachers have different choices of resources tendencies, The teachers think good resources, other teacher you may feel bad. Teachers in the teaching process (preparing lessons, classes, teachers Extracurricular Self) by age, by the constraints of the level of education, the concept of reality hardware conditions, subject characteristics, technical capabilities, resources, quality, school system, among other factors, led to their resources has different needs and tendencies. Clear analysis, these factors can help resource design and development departments work according to the needs of teachers and provide a strong reference to the education authorities in the purchase of teaching resources. Mongolian Autonomous County of Liaoning Province, western kalaqin Left in this paper for the study. This region has its unique position in the education and teaching, both different from the Mongolian autonomous region of teaching education teaching is also different from the other place in Liaoning Province. The author hopes that the research for teaching resources and development institutions in the development of resources, the local education authority in the purchase repository to provide a reliable reference. Literature, the fieldwork law, research method, research methods, statistical methods. Text consists of six parts: the first part is an introduction, including research background, the domestic research and examine the areas of information technology teaching resources, use of the status quo, purpose, meaning and methods; second part is the theoretical basis of the study, including several key concepts set forth and defined in this paper the research areas of information technology teaching resources, the theoretical basis of the paper; Part III describes the survey sample; fourth part of the data as the basis specific analysis of the impact of different teachers the teaching resources inside and outside of the information technology due to a total of nine aspects; Part V Problems introduced a few possible countermeasures; Part VI as part of the conclusions of the study are summarized, studies have shown that different teachers in the use of information technology teaching resources appear different tendencies, resource development can not be stereotyped, but also consider the geographical characteristics, establishment of a suitable local resources for teachers needs to reflect a \
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