Research On The Application Status And Optimization Strategy Of Inquiry Teaching In The Course Of "Ethics And Rule Of Law" In Junior High School

In a symposium for teachers of “Ideological and Political Theory” classes in schools,General Secretary Xi Jinping has pointed out that “If we want to promote innovation in ideological and political theory reform,it is necessary to focus on student principal role and let them draw conclusions by guiding them to discover problems,analyze them,and think about them.” The promulgation and implementation of the new curriculum standards have brought about new and important tasks for the junior high school “Ethics and Rule of Law” class,namely,to guide students to conduct independent and cooperative inquiry as well as to enrich their practical experiences.By applying Inquiry Teaching in junior high school “Ethics and Rule of Law” classes,teachers can effectively stimulate students’ awareness of problems and inquiry,and develop students’ ability to analyze and solve problems,which is undoubtedly important for achieving the new requirements of junior high school “Ethics and Rule of Law”curriculum objectives.Restricted by traditional educational concepts,teachers’ comprehensive quality and students’ ability,there are still the following problems in the actual operation of Inquiry teaching in the class of “Ethics and Rule of Law”in junior high school: the disconnection between the creation of inquiry situations and students’ reality,the single type of inquiry questions,the lack of students’ thinking in the inquiry process,and the teachers’ neglect of students’ evaluation of the inquiry process.In view of this,this paper carried out a relevant research.By taking advantage of literature research method,questionnaire survey method,interview method and case study method,this paper systematically analyzes the theoretical basis of Inquiry teaching in junior high school “Ethics and Rule of Law” class and investigates the current situation of Inquiry teaching in junior high school “Ethics and Rule of Law” class in depth;at the same time,the main problems and causes are analyzed,and then the optimization strategies of Inquiry teaching in junior high school “Ethics and Rule of Law” class are proposed.From three aspects of teachers’ quality,students’ ability and teaching evaluation,this paper proposes strategies for the optimization of Inquiry teaching in junior high school “Ethics and Rule of Law” class.First of all,teachers should be committed to enhancing Inquiry teaching literacy,covering the establishment of student-centered educational philosophy,optimization of inquiry context setting,and improvement of inquiry problem design.Secondly,teachers should devote themselves to enhancing students’ independent inquiry ability,including clarifying inquiry requirements,establishing incentive mechanisms,creating a harmonious atmosphere,and teaching inquiry methods,etc.Finally,teachers should strive to improve Inquiry teaching evaluation,covering the concept of changing teaching evaluation,and the adoption of multiple teaching evaluations that are conducive to promoting students’ overall development,etc.On the basis of the proposed optimization strategies,the practical application of Inquiry teaching in the junior high school “Ethics and Rule of Law” class is studied with the example of the lesson Who is responsible for me and to whom I am responsible.It is hoped that this will inform the application of Inquiry teaching for teachers of “Ethics and Rule of Law” classes in junior high school.