The Research On Application Of Inquiry Learning In History Class In High School

Inquiry Learning (lifers from the traditional 'transmission-reception' teaching method by placing emphasis on students' learning autonomy and self-construction of knowledge. Free of the many defects inherent in the traditional method, it is conducive to the development of students' all-round abilites and the promotion of their creativity. Therefore, Inquiry Learning is gaining increasing attention and credit in many countries. In the light of this situation, the application of Inquiry Learning into the teaching of history in high schools appears as a research project well worth our study.For the successful application of Inquiry Learning into high school history teaching, this thesis starts with an introduction to Inquiry Learning including its research background, basic concepts and current research situation. Then, it expounds the significance and method of this research. After that, it explores the neccesity, feasibility, strategies of the application of Inquiry Learning into the teaching of history in high schools. The researcher's reflection of the application will also be addressed.1. Neccesity of the ApplicationThe neccesity of applying Inquiry Learning into high school history teaching is elaborated from the perspectives of the nature of history as a subject, the major trends of curriculum reform of history on the global scale and modern educational psychology.2. The feasibility of the ApplicationThe feasibility of applying Inquiry Learning into high school history teaching is explored in the light of the current curriculum reform of history in China, modern educational technology and high school students' cognitive characteristics.3, The Design of Inquiry Learning in high school history class and Its Applicational StrategiesBased on the experience of applying Inquiry Learning to the lecture of Second Sino-Japanese War in history class in several high schools in Wuhan, the researcher explores major strategies concerning the application, including the strategy of designing pre-class questions, the strategy of selecting historical materials, students' inquiring strategy, the strategy of displaying explorational results, time management strategy, group learning strategy and teachers' monitoring strategy.4, Reflection of the ApplicationBased on the experience of applying Inquiry Learning to the teaching of Second Sino-Japanese War, the researcher reflects on the open-ended, explorational and cooperative nature of Inquiry Learning and also points out some issues meriting attention in the application of Inquiry Learning.