Research On The Inquiry Teaching Mode Of High School History Problem

Whether it is the requirement for talented people in contemporary society or therequirement for education for the national development, teachers are needed to break thetraditional teaching mode and construct the new teaching mode to promote the all-rounddevelopment of students and improve students’ ability. The question inquiry teaching modeis to adapt to the trend of social development. The question inquiry teaching mode is definedaccording to the teaching content and curriculum standards. Teachers create problems andsituation, guide the students to discover problems, explore problems and solve problems, andcultivate students’ ability to analyze the problem to improve the students’ creativity.It’s a kindof teaching mode which can promote all-round development of students.This article mainly uses the literature research method, case study method, questionnairesurvey method and so on.It focuses on the history inquiry teaching mode in high school frommany aspects. First of all, I inquire into the present teaching mode, including the transferring--acceptting teaching mode, talking--acceptting teaching mode, self-study--tutorshipteaching mode, situational teaching mode. Aiming at these teaching modes,I summarizes thedisadvantages of the traditional teaching model: the backward teaching method; payingattention to results, ignoring process, paying attention to imparting knowledge, ignoringcultivating ability and so on.Secondly, I inquire into the new concept of the new curriculum reform. The new conceptcalls for teachers’ changing in teaching method. The teacher no longer teaches students with achalk and a blackboard. They should be skilled at using multimedia properly to assist theirteaching.The new concept calls for the changing in teaching target, including the objectivesof knowledge and ability, process and method, emotional attitude and values objectivestarget.The teaching evaluation requires changing too. More attention should be paid toprocess evaluation and the cultivation of the ability. Then under the guidance of new concept,based on the theory of quality education, I construct principle theory of learning and inquirylearning theory and expound the basic principles of the teaching mode, including thesubjectivity of students and the principle of interaction, opening and value principle,flexibility and interest principle in forms, scientific and effective principle in strategy. Iconstruct the basic process of history problem inquiry teaching mode in high shcool according to the basic principles: creating situation, setting problems, independent inquiry orcooperative inquiry, making a summary and reflection and the thinking training. In order toexplain the basic principles and basic processes, I attach my teaching fragments combinedwith my own teaching practice, which can be better in explaining the application of ProblemInquiry Teaching Mode in practice.Finally, under the guidance of the theory, I inquire into the using of the teaching mode, andrethink the teaching mode from the questionnaire of teachers and students: the creation ofsituation and the design of problems.Combine the quality problem inquiry teaching modewith other teaching mode. The experimental results show that the middle school historyproblem inquiry teaching mode can effectively promote students’ learning, improve students’learning achievement, and cultivate the students’ creativity and innovative ability.