Scientific Inquiry Teaching And Giving And Receiving Teaching Comparative Study

The pedagogy history leave us a lot of teaching model, two of them are very famous, one is the lecture teaching which is of "5-step teaching method " derivation advanced by Johann Friedrich Herbart, the other is the inquiry teaching which rooted in the "learning by doing" idea of John Dewey. In China, under the influence of the Confucian teaching method and the ideology of Kairov Ivan Andreevich, the lecture teaching is rewarded and respected by people. One of the most important objective of the curriculum reform in our country is to change the students' learning method of accepting knowledge passively, propose the active participation by inquiry learning, and propose "students enhancing the consciousness of innovation, learning the Method of Scientific Research and enhancing the ability of exert the knowledge integratly ". For this reason after the curriculum reform the educational circles attach a lot of importance to the inquiry teaching. In order to publicize the inquiry teaching, some researchers oppugn the lecture teaching a lot, that some middle school teachers are confused with the relationship of inquiry teaching and lecture teaching. They considered that the advocating to inquiry teaching is an absolute denial of lecture teaching, and made them counterposed. This kind of thought made the teachers felt very vague, and this is also the reason why actualizing the inquiry teaching is very hard in our country. In orer to clarify the misconstruction, this thesis is going to compare the inquiry teaching and lecture teaching and clarify the conceptions.There are four chapters in the thesis.The first chapter introduces the definiens and history of inquiry teaching and lecture teaching; analyses the research actuality of inquiry teaching, lecture teaching and the comparison of them; and put forward the innovation of the thesis: Through the comparison and analysis between inquiry teaching and lecture teaching in the practice of teaching, explaining the ture signification of inquiry teaching and lecture teaching. Furthermore, introduced the research mechod of this thesis.Chapter 2 is the part of empirical research, afer learned the awareness of the teacher in inquiry teaching and lecture teaching by questionnaire survey, we choose two ordinary classes in a school ,and choose the chapter of in theof Peoples Education Press usd for Grade one in senior high school, using inquiry teaching and lecture teaching to teach in the two classes apart. We use the Flanders system to analyse the two Teaching process, and interview the teacher and students after class.The third chapter is the analysis and argumentation of the Empirical results. We choose the aspect of Knowledge and Skillslearning, process and method learning, Emotion, attitude and values cultivating, student activity and teacher activity, distributing of time in the class, cultivating of harmonious relationship between student and teacher, and the content and method of classroom assessment to compare the inquiry teaching and lecture teaching, by using the method of Paper and pencil test and questionnaire survey and so on.The last chapter is a summarize. According to the empirical and analysis above, we summarize the merits and demerits of inquiry teaching and lecture teaching. The inquiry teaching is propitious to the achievement on the objective of the process and method and the emotion, attitude and values in the "Three Dimension Objects" . But it takes a long time in class, and the student should have some basic knowledge of what they are going to inquiry, it is unpractical to use the inquiry teaching in all of the lessons during a limited time; While the lecture teaching is good at making student learn more basic knowledge in a same periods of time, because the lecture teaching do not need much more teaching resource and it saves a lot of time. So the relationshio between inquiry teaching and lecture teaching is not mutually exclusive, but complementary. We can use the lecture teaching model in an inquiry class to teach some new knowledge which student never know, and use the inquiry teaching model in an lecture class to tectonic some empirisch knowledge which student have already know the fundamentals. Only the advantages of inquiry teaching and lecture teaching exerted whole hog, can the student have an integrated development...