The Role Change And Teaching Practice A Middle-school History Teacher Conducts In Inquiry Learning

Inquiry learning is an active studying Process in which the students research the problems in an inquiry way. Generally speaking, inquiry learning refers to the studying activity of the students' active research. It is a kind of studying strategy which is suitable for the students in all subjects. Strictly speaking, inquiry learning, as a solo course, refers to the production process in which the teachers create a situation and way similar to the science research, with some questions as a carrier in the teaching procedure. In inquiry learning, the students can learn more about the society, learn more studying methods and cultivate their abilities of analyzing the questions and their creative power by collecting, analyzing and coping with the information themselves. The course originates from America. Since the 1980s when DuWei advocated " New Education", the connection of schools and society, education and life has been emphasized in American high and primary schools, students themselves, should probe into the inquiry problems, which are about the real facts in the real world. In order to do this, students should learn knowledge. But this is not the main purpose if this course. The most important is that they should learn how to study, understand, create, practise, cooperate with each other, etc.Education is a kind of art whose vitality lies in new ideas. Only when we teachers changed the role all-sidedly, can we adapt ourselves with high qualities to inquiry learning which is characterized by developing the students' creating and practicing abilities, can we adapt the history teaching in middle-schools to the trends and competitions in the 21stcentury.The role a middle school history teacher plays should change a (?)or in order to suit inquiry learning. The teacher not only passes all his knowledge on to his students, but becomes a helper, a participant, a director and a learner of the activity; He not only pays attention to history teaching, but concentrates upon the connection of history and other related subjects; He can not only teach, but research; He not only passes his knowledge and skills on to his students, but pays more attention to their psychological development, etc. The teacher doesn't play a single role anymore, but becomes an aggregate of multi-roles.