Research On The Application Of Inquisitive Teaching In High School History From The Perspective Of Core Literacy

With the new round of education curriculum reform,the fundamental goal of "establishing moral education" has been achieved,and the development of students’ core literacy in history has become an important starting point for history teaching nowadays.In order to further enhance the nurturing function of the history curriculum,history teachers are required to change their traditional teaching concepts and forms and adapt to the needs of social development.Since then,there has been an increasing amount of research on strategies based on the cultivation and implementation of core literacy in history.In this process,inquiry-based teaching has gradually emerged and has been emphasized and applied by more and more high school history teachers.Inquiry-based teaching is a way of teaching that relies on textbooks and historical materials to discover and master knowledge actively under the guidance of teachers by creating vivid historical situations,using questions as guidance,students as the center,and independent inquiry and collaborative discussion.On the one hand,it plays an important role in implementing students’ core literacy in history and promoting students’ overall development,but on the other hand,it also raises greater expectations and challenges for history teachers.How to apply inquiry-based teaching to the high school history curriculum efficiently and how to further base on the cultivation of students’ core literacy is still a topic that needs to be studied by history teachers.This thesis mainly adopts four research methods: literature research method,case study method,questionnaire survey method and interview method.On the basis of collating and summarizing the relevant research results of previous authors,it first defines the concepts of history core literacy and history inquiry-based teaching,and focuses on the connection between them.On this basis,the theoretical basis of inquiry-based teaching is elaborated,mainly including constructivist learning theory,humanistic learning theory and discovery learning theory,which provides a theoretical basis for the practice of inquiry-based teaching.Under the guidance of their theories,a questionnaire survey of students and interviews with teachers are conducted to understand the current application status of inquiry-based teaching in high school history classrooms and analyze its problems and causes.Then,based on the analysis of the current situation of inquiry-based teaching in high school history classrooms,we summarize the principles of scientificity,openness,subjectivity and dominance,and development,and discuss the application of how to effectively implement the five core literacies of history in inquiry-based teaching in high school history from six aspects:designing effective questions,creating inquiry scenarios,selecting credible historical materials,conducting inquiry learning,expanding inquiry content,and adopting multiple assessments.Each aspect is analyzed in detail with the teaching examples in the new textbook.Finally,based on the current situation of the application of inquiry-based teaching in high school history,teachers should reflect on both the development of their own professionalism and respect for students’ subjective status in order to provide some reference values for the practical application of inquiry-based teaching in high school history.