| The implementation of the new curriculum reform makes traditional geography teaching face the challenge of the times,and it is urgent to explore teaching methods that meet the background of the times and meet the requirements of students’ development.Inquiry teaching is the hot spot of educational reform,which refers to the teaching method that helps students acquire knowledge and skills,scientific methods and key abilities through various forms of inquiry learning activities with the help of teachers.However,in the process of implementing inquiry-based teaching,which content is suitable for inquiry-based teaching and how effective it is,we need to study further.This study uses literature research,questionnaire,experiment,comparative analysis and other methods.In the early period,the main use of literature research method,through the inspection to obtain a large number of literature,finishing,analysis,understand the application of high school geography inquiry teaching status quo,and through the reading of literature,analysis,high school geography knowledge for the preliminary classification,for later research on high school geography knowledge inquiry teaching suitability to provide a basis.After making a preliminary classification of high school geography knowledge,the first-line teachers were asked about the suitability of high school geography knowledge inquiry teaching,and the suitability of high school geography knowledge inquiry teaching was obtained.On this basis,taking the human teaching version of "Geography 1" knowledge as an example,selecting the representative content of different knowledge types to do empirical research on the suitability of inquiry-based teaching,selecting two classes of Hainan Agricultural Reclamation Middle School,one experimental class and one control class as experimental object to carry out experimental teaching,according to excel data analysis tools to process the post-experiment detection data,so as to analyze the suitability of inquiry-based teaching for all kinds of knowledge.The results show that in the narrative knowledge,the knowledge of geographical evolution is more suitable for inquiry teaching,while the fact of geographical distribution in geographical distribution knowledge is not very different from the traditional teaching method,the knowledge of geographical distribution and influencing factors is more suitable for inquiry teaching methods,and the use of inquiry teaching can better accomplish the teaching objectives.The knowledge of geographical characteristics in procedural knowledge is more suitable for inquiry teaching method,geography cause knowledge is very suitable for inquiry teaching method,while the definition concept under geographical concept knowledge is more suitable for accepting teaching method,and the specific concept is more suitable for inquiry teaching.Through the analysis and synthesis of the experimental results,the following conclusions are finally drawn:(1)the suitability of inquiry-based teaching of geography knowledge in high school is as follows: the knowledge type that is very suitable for inquiry teaching has knowledge about the relationship between geographical distribution and influencing factors under the knowledge of geographical distribution and knowledge of geographical causes;The types of knowledge not suitable for inquiry teaching include the fact of geographical distribution under the knowledge of geographical distribution and the definitional concept under the knowledge of geographical concept.(2)Most of the knowledge content of "Geography 1" can be used in inquiry-based teaching,which is more suitable for the natural geography part.(3)The suitability of inquiry teaching for different types of knowledge in high school geography is different from that of front-line teachers.The results of this paper can provide a basis for first-line geography teachers to choose efficient and reasonable teaching methods,so as to improve teaching efficiency and teaching quality.It is of practical significance to improve the quality of geography teachers and promote the reform of geography curriculum. |
