Research On Inquiry-based Teaching Strategies Of High School "geographical Process" Knowledge

Students learn the "geographic process",not only to acquire knowledge,but also learn to use dynamic look at things, both for learning or real life has a wealth of practical value. Exploratory teaching makes up for the shortcomings of traditional accepted teaching, emphasizes student status, encourages students to dare to question,self-exploration, willing to communicate, dare to innovate.This paper first analyzes the teaching research of "geographic process" knowledge and finds that the knowledge of "geographic process" is suitable for inquiry teaching.Then it analyzes the research of inquiry teaching and finds out that most of the inquiry teaching research is aimed at the basic knowledge. However, the acquisition and transfer of knowledge is progressive, so we should pay attention to the progress of thinking, the formation of ladder exploration.This article through the questionnaire survey to understand the implementation of high school geography inquiry. This article investigates the participation of students in the main inquiry, the level of inquiry, the interest in inquiry learning, the interest in geography knowledge, and the search for resistance. Statistical analysis of the current issues to explore the root causes, for the following questioning strategy, time strategy and evaluation strategy to pave the way.This article combs the knowledge of the "geographic process" in the compulsory teaching materials of the human education and analyzes the college entrance examination questions. First find the common knowledge of the process of geography,for the subsequent inquiry links and explore the type of adaptation to prepare. Then analysis of college entrance examination questions, so as to propose advanced inquiry.Under the guidance of the theory of constructivism, Gagne’s theory of learning level and Gardner’s theory of multiple intelligences, five strategies are discussed,namely questioning strategy, basic inquiry strategy, variant inquiry strategy, time management strategy and evaluation strategy. The basic inquiry focuses on the students’ cognitive development, and the variant inquiry focuses on induction and divergence. Questioning strategies, time management and evaluation can promote the effectiveness of inquiry.