Research On The Design Of Inquiry Questions In Junior High School History Teachin

The reform of basic education requires to promote the development of students’ learning methods in a diversified direction.In the implementation,students are encouraged to adopt independent,cooperative and inquiry methods,and gradually improve students’ innovative ability and practical ability.In 2017,the PEP version of the textbook was officially promoted nationwide,which changed the current situation of "one standard and multiple books".The PEP version of the history textbook can play a very good role in guiding students to be independent,cooperative,and inquiring in the text system and text-assisted settings.effect of learning.After the reform of the new curriculum,there has been a great innovation in the proposition direction of the high school entrance examination in history,and more emphasis is placed on examining the interpretation of historical materials and the exploration of historical issues.Based on the above changes,inquiry-based teaching has attracted more and more attention and respect from front-line teachers.Inquiry-based questions are the core link of inquiry-based teaching.To ensure the effect of inquiry-based teaching mode,we must improve the quality of inquiry-based questions and optimize the design of inquiry-based questions.Inquiry question design is a complex and systematic problem that needs to be explored and studied from different dimensions.Its research results have very important theoretical and practical significance,and will certainly promote the development of new curriculum reform and history teaching.This paper discusses the necessity of studying the design of exploratory problems in junior middle school history teaching from three aspects that are conducive to the comprehensive development of students’ core literacy,the efficient achievement of teachers’ class-hour goals,and the promotion of the development of inquiry-based teaching.Through the questionnaire,the problems and causes in the teaching practice of the design of historical inquiry questions in junior high schools are analyzed.Based on the analysis of the results of the questionnaire,it is proposed that the design of junior middle school historical inquiry questions should follow the principles of reality,purpose,hierarchy,interest and openness.Under the guidance of the new curriculum standards,new teaching materials and the design principles of exploratory problems,a strategy that fits the actual conditions of the majority of junior high school teachers is proposed,and it is pointed out that teachers should accurately grasp the teaching objectives to design exploratory problems,design exploratory problems based on the specific learning conditions of junior high schools,and create Specific strategies such as designing exploratory questions in context,designing exploratory questions by broadening historical materials,and designing exploratory questions by integrating disciplines.Taking the "May Fourth Movement" as an example in Lesson 13,Unit 4,Volume 1,Grade 8 of the People’s Education Edition,it tests the feasibility of designing principles and strategies for exploratory questions.Finally,it analyzes the practical effect and insufficiency of the teaching case,and further improves the research on the design of exploratory problems.