Research On Inquiry Teaching Of Geography Class In Senior Middle School

With the development of social productive forces,the technical level is constantly improving,and the knowledge is constantly being updated.Only by continuously learning can we meet the needs of social development,which has put forward higher requirements for the cultivation of students' learning ability.Compared with traditional teaching methods,inquiry teaching plays a positive role in cultivating students 'geographic thinking ability,geographic information ability,geographic perception ability,cooperation and communication ability,etc.,and can better cultivate students' learning ability.Therefore,the research on the inquiry teaching of geography in high school has important practical significance.By combing the research status of inquiry teaching at home and abroad,this paper finds that there is relatively little research on the teaching practice of inquiry teaching in geography in China.Based on the previous research,this article selects the content suitable for the inquiry teaching based on the analysis of geographical declarative knowledge,geographical procedural knowledge and geographical strategic knowledge.Combined with teaching experience,the content suitable for adopting inquiry teaching was selected,and the inquiry teaching practice was carried out in the high school geography classroom.Through the questionnaire survey,it was found that the development of inquiry teaching was effective.Finally,based on the teaching practice experience and analysis of the survey results,the strategy of applying inquiry teaching in geography classroom in high school is summarized,which provides a reference for the cultivation of students' learning ability in the course of high school geography teaching.According to the arrangement of the content structure,this article is divided into the following six parts:The first part: introduction.It mainly discusses the research background,research status of inquiry teaching at home and abroad,research significance,research content and research methods.The second part: elaborate the basic concepts and theoretical basis.The concepts of inquiry and inquiry teaching are defined,and the theoretical foundations supported by thisresearch institute are summarized,including: constructivist learning theory,humanistic learning theory,and meaningful learning theory.The third part: based on the analysis of geographical declarative knowledge,geographical procedural knowledge and geographical strategic knowledge,combined with teaching experience,it is concluded that geographical laws and geographical genetic knowledge are more suitable for inquiry.Selecting the knowledge content that belongs to these two categories to carry out inquiry teaching practice in high school geography classroom and sum up experience in the teaching process.The fourth part: through the questionnaire survey to understand the teaching effect of inquiry teaching and find out the problems in the application of inquiry teaching.The fifth part: combined with the experience summarized in the teaching practice process and the analysis of the survey results,the application strategies of inquiry teaching in the high school geography classroom are summarized and summarized,which include:creating situations and asking questions;clarifying concepts and scientific guidance;rational grouping and cooperative inquiry;communication display,induction and summary;transfer applications,deepen understanding.The sixth part: conclusions and prospects.Summarize the basic conclusions of the research,put forward the deficiencies of the research,and look forward to the research prospects.