Inquiry Teaching Strategies Research Based On Ill-Structured Problems

Inquiry teaching, whose basic characteristic is inquiry, is one kind of teaching activities. Its essence is the students’ practice of advanced learning. In our daily teaching, inquiry activity turns to be inefficient, or even ineffective in inquiry depth and level, overall showing a tendency to oversimplification. Based on the analysis of many factors, the structure designed by teacher is so good that it becomes an important reason which affects the practice depth of inquiry teaching. Human learning is very complex. Cognitive flexibility theory divides human learning into primary learning and advanced learning which refers to the study of knowledge in ill-structured field, involving a large number of ill-structured problems. Therefore, the solution of ill-structured problems becomes a carrier of individual high-level learning. Inquiry teaching, as one kind of teaching activities, starts with problems and it works to solve problems. But there is seldom in-depth analysis from the perspective of the ill-structured problems in inquiry teaching at present, and thus dilute the important role of the ill-structured problems for inquiry teaching and research.Based on consideration of overly simplistic tendency in the process of the implementation of inquiry teaching, this thesis researched on the inquiry teaching strategies from the perspective of ill-structured problems. Around the theme of "ill-structured problem-based inquiry teaching strategies research", this thesis made full use of the theory of cognitive flexibility and problem-solving, used the documentary research method, classroom observation and case study; according to the "practice-theory-practice" chapter structure, this thesis focused on five parts: the outstanding issues in the inquiry teaching practice and genetic analysis, the structure and function of ill-structured problems, the general solving process of ill-structured problem, inquiry learning mechanisms, and inquiry teaching strategies.The paper thinks that the core values of inquiry teaching is to assist learners to flexibly reorganize the knowledge and establish a knowledge of diverse characterization. In teaching practice, teachers should adhere to the teaching principles of the integration of multiple, knowledge reconstruction, multivariate characterization, case support and reflection of cognitive, emphasis on the analysis of teaching objectivities and rationally design the inquiry themes. In addition, teachers should create task background, put problems in a real situation, use case teaching and drive problems to multivariate characterization, create learning environment which serves for significance construction, strengthen multi-dimensional communications and enhance metacognition ability, emphasis on cognitive process, evaluation content and various formed-teaching strategies.