The Teaching Research Of "Comprehensive Inquiry" In 《Philosophy And Culture》 Textbook In Senior High School

In order to implement the requirements of the new curriculum reform,the Ministry of Education organized and compiled a unified edition of The Ideology and Politics of Ordinary High school Textbooks in 2019,which will be piloted in tianjin and other six places starting from the autumn semester.The newly revised "comprehensive inquiry" part at the end of each unit of the unified high school ideological and political textbook used after the new curriculum reform has injected new blood into the new ideological and political classroom teaching organization form.As a highlight of the new textbook adaptation,"comprehensive inquiry" has enriched and developed the teaching organization form,which is conducive to the reform of middle school teaching mode.Among the four required textbooks,the fourth required one,Philosophy and Culture,has great changes and its content is complicated and difficult to understand.Therefore,it is a challenge for high school ideological and political teachers to effectively conduct "comprehensive exploration" teaching.Therefore,it is very necessary for the teaching research of "comprehensive inquiry" in the teaching material of philosophy and Culture in senior high school.Based on high school of philosophy and culture,in the teaching material of "comprehensive inquiry" teaching practice,the research results at home and abroad as the research background,according to the theory of marxism about person’s full scale development,the theory of multiple intelligences,constructivism learning theory,this paper discusses the high school of philosophy and culture,in the teaching material of "comprehensive inquiry" teaching principle,teaching significance,and the overall design train of thought,By interviewing teachers and students of a middle school in Hexi District of Tianjin and conducting a questionnaire survey,this paper aims to analyze and study the teaching status of "comprehensive inquiry" in the teaching material philosophy and Culture of high school.After sorting out and analyzing the data,the author found that the teaching of "comprehensive inquiry" in philosophy and Culture teaching material in senior high school has some difficulties,such as single teaching implementation means,fixed activity design process,insufficient attention from teachers and students,and teaching evaluation becoming a mere formality.On this basis,this paper ascribes the above teaching dilemmas and puts forward the following four teaching suggestions according to the causes:expanding teaching methods,strengthening problem orientation,renewing teachers’ and students’ concepts,and reforming teaching evaluation.The last,the author combined the actual teaching experience and the research results of this paper to optimize the teaching design case,in order to provide a certain reference for the teaching of "comprehensive inquiry" in the teaching material of Philosophy and Culture in high school.