Investigation And Countermeasure Research On Geography Inquiry Learning In Senior Middle School

Inquiry learning is one of the highlights and difficulties in the new round of the basic education curriculum reform at present in our country. Not only is it an important way to cultivate students’ scientific learning thoughts and practical abilities, it is also of great significance to cultivation of students’ comprehensive quality and display of personality. However, due to the influence of many factors, the situation of the inquiry learning in geography teaching of the high schools in many regions is not optimistic. Therefore, the author in this paper chooses four geography teachers from four high schools and students in grade one of senior middle school in these high schools in Shenmu of Shaanxi province as the object of study, then researches for the situation of the inquiry learning in geography teaching, and puts forward the suggestions finally.The author expounds the theoretical basis of research respectively from three aspects of philosophy, psychology and the new curriculum reform theory, mainly uses the literature research method, questionnaire method, interview method and case analysis method to investigate and analyze. The specific process is:firstly, I learn about the research situation at home and abroad, explain to the connotation of the inquiry learning and its theoretical basis by consulting massive literature; secondly, I make questionnaire and interview outline according to the actual situation of teaching in Shenmu; then, I choose four geography teachers from four high schools and students in grade one of senior middle school, handle on the practice investigation of the present situation of learning of high school geography inquiry, and analyses the results of investigation, find out problems; finally, I put forward the countermeasures and suggestions, and design a inquiry learning teaching case. The investigation of specific situation of the inquiry learning of high school geography is as follows shown:1.Teacher questionnaire mainly investigates the teachers’ understanding and guidance of inquiry learning and implementing the inquiry learning and evaluation, and the restrictive factors in three aspects of inquisitive learning investigation, combined with the teacher interview outline, I found that: ①geography teachers can understand the meaning of inquiry learning and the specific implementation stage, but the understanding of the connotation of the inquiry learning is not deep; ②most of the geography teachers are in favor of the implementation of inquiry learning in senior high school geography teaching, and they often or sometimes arrange inquiry learning, but in the concrete implementation, teachers are mostly to control time to less than 30 minutes, it is just a partial and short-time learning, choosing single places, mostly in the classrooms or geographic laboratories;③in the process of the guidance of the inquiry learning, more than half of the geography teachers don’t attach great importance or pay less attention to the selection of problem exploration, the unreasonable structure of learning teams, guiding the content of general comprehensive; the design and guiding skills in the design of inquiry learning of part of the geography teachers need to be improved;④evaluation subjects of inquiry learning are mainly teachers and students, sometimes are parents or school leaders, and so on, but there are still many problems in evaluation contents and evaluation ways.2.Student questionnaire mainly investigates the students’exploring consciousness, the ability of the students, the students practice to carry out inquiry learning, inquiry learning expectations, the survey results show that:①the students’interest of geography inquiry and inquiry will are strong, but the habits and activities of exploration need to be improved; there are gaps between the guidance of teachers and the expectations of students;②the effects of the inquiry learning are not obvious.By analyzing the situation, I sum up that there are five main problems in the inquiry learning of high school geography in Shenmu:①the understanding of the connotation of inquiry learning is not deep;②the design and guidance of the geography teachers in inquiry learning is not reasonable; ﹖he students’exploring consciousness is not strong; there is a certain gap between the students’expectations and the guidance of geography teachers;⑤the effects of the inquiry learning is not obvious.Finally, according to these problems, combining with the advice from geography teachers, I put forward two suggestions to the administrative department of education: ①insist on the balanced development of quality education, and provide the conditions for inquiry learning. Strengthen the training of the headmasters and teachers. I also put forward three suggestions to the schools: ①provide inquiry learning and exchange opportunities for geography teachers, ②concentrate on the student development and create an environment for the inquiry learning,③change the traditional teaching evaluation system, promote the development of learning research; at the same time, there are some advice for geography teachers. Through a variety of channels, deepen the understanding of the connotation of inquiry learning,probe into improving literacy, guide inquiry process each link, form a good habit of reflection on teaching, inquiry learning in-depth reflection. In addition, for the students and parents I also put forward the pertinence suggestions. On this basis, I design of inquiry learning teaching case of a high school geography teaching, hoping to promote senior high school geography inquiry learning.The innovation of this paper mainly have two points:one is on the basis of understanding the meaning of inquiry learning of the scholars at home and abroad, I put forward my own understanding of the meaning of inquiry learning, which has a certain theoretical significance; the other is the reference to past people on the research results of inquiry learning several senior high schools, using Shenmu as an example,explore the situation of learning of the high school geography teaching, find out the problems, and put forward specific countermeasures and suggestions. The research results provide a useful reference for the future study of inquiry learning in high school geography teaching and have a certain practical significance.In addition, there are also many problems in this paper, mainly reflected in the selection of the samples are not targeted, the way the data analysis is single, the knowledge of foreign related research is little.