The Research Of Reception Learning And Inquiry Learning Efficiently Integrated

A survey of the current situation of high school physics classroom teaching found that many teachers go to either of the following extremes. One is that they pay too much attention to the method of autonomic collaboration or inquiry learning and try hard to keep the students from adopting the method of reception learning. As a result, a large amount of time has been spent in exploring some declarative knowledge which is unnecessary to be explored, causing the classroom teaching inefficient. The other is that some teachers still adopt the traditional method of reception learning, where it is still prevalent that"the teacher talks and the students listen". Many teachers occupy much of the students'free time to make up what should have been finished in class. Consequently, the students have no time to engage in their favorite activities and eventually become tired of learning, let alone to develop their scientific attitude, scientific spirit and affectional values. In view of the fact of high school classroom teaching, it is of great significance to integrate both reception learning and inquiry learning.This study aims to deal with the problems of the two extremes. In light of the Humanistic Theory and the Constructivistic Theory of Learning, the advantages and disadvantages of the Reception Learning and the Inquiry Learning are briefly analyzed. Then, based on some previous successful experiences in the teaching practice, four strategies of integrating the two methods are proposed: 1) To determine the method of learning according to the type of knowledge; 2) to adopt the two methods complementarily; 3) to adopt the Inquiry Learning at appropriate occasions; 4) to seek the best point to integrate the two methods of learning.To illustrate the efficient integration of the two methods, the teaching plan for"Unguided free-fall"is taken as an example. The subjects are Class 32 and Class 33 of Senior One in Shandong Experimental High School. Before experiment, an analysis was...