Inquiry Teaching High School History Teaching

Inquired into the teaching in the high school history teaching appliedresearch is present middle school history teaching research importantissue. It is our country elementary and middle schools teacher trulyimproves the teaching quality, the guarantee high quality teaching,realizes the self- value optimal path. Also is the student trulybecomes the classroom master, the realization study waytransformation, the comprehensive enhancement analysis question,solves one of question ability effective ways. But at present aboutinquired into the teaching in the high school history teaching appliedresearch was still a weak link, needs further thoroughly to study.Therefore, this article has carried on some attempts in this aspect,impels to inquire into the teaching in the high school historyteaching practice the applied research thorough development.The present paper altogether divides four parts. The first partproposed the research question, analyzes the domestic and foreignresearch condition, is clear about the topic research the goal. Thesecond part to the history inquired into the teaching correlationquestion the understanding, from inquired into the teaching and theconnotation,the history inquired into the teaching characteristic andthe essence,in the historical teaching develop inquired into theteaching the theory rests on three aspects to know inquires into theteaching correlation with the history several theories question. Thethird part inquired into the teaching applies the practice explorationin the high school history teaching, the thorough teaching practice,the research exploration, constructed inquired into the teaching inthe high school history teaching application pattern, has carried onthe related case analysis, and how developed inquires into theteaching in the high school history teaching application appraisalquestion. The fourth part analyzed inquired into the teaching theapplied research effect and has carried on reconsidering in the highschool history teaching.