Study On Ideological And Moral Course Inquiry Teaching's Status Quo And Implementation

Inquiry teaching is a new teaching method which is initiated by a new round curriculum reform of basic education in China, and it has became a hot and difficulty in the teaching of curriculum reform. Up to now, the new round curriculum reform of basic education in Guangxi has undergone three stages: the national experiment, the autonomous region's experiment and laboratory promoting. The region of northern Guangxi, which mainly refers to Liuzhou and Guilin, is leading the way of curriculum reform in Guangxi and has promoted for almost a cycle. Inquiry teaching in Guangxi has been promoting and has made fruitful result, especially after full implementation of junior school's curriculum reform in Guangxi in 2005. Of course, there are still some problems about inquiry teaching in the region of northern Guangxi, and this is a concern of this issue and also a starting point of this study. Through an investigation to inquiry teaching's implementation of the regions of the current curriculum reform, the author mainly wants to get a deep understanding to the implementation status of ideological and moral lesson's inquiry teaching in Guangxi, which will enrich and deepen the knowledge to inquiry teaching and be helpful to find some problems and seek proper counter measures. What is done above will not only have a guiding value for further promoting of the ideological and moral lesson's inquiry teaching, but also have significance to high school's curriculum reform in Guangxi which will be comprehensively promoted soon.This issue mainly makes preparations for two aspects of theory and method. First, about theoretical research, the author will combine some related content and inquiry some important works, periodicals, Shubo papers and important meeting material that were about inquiring teaching at home and abroad over the last 10 years to extract a large number of valuable research results. In this process, through combing some related literature, from the angles of vertical and horizontal, domestic and foreign, the author will analysis different schools'understanding and application on"Inquiry"and"Inquiry Teaching",and differentiate different scholars'similarities and differences on the content and the direction of this study. Then some important terminologies involved in the study will be given related practical definitions which are ready to be chosen finally. In short words, these scholars'research on the inquiry teaching of ideological and moral lesson provides a strong theoretical support for this paper. From the effectiveness of the implementation of the inquiry teaching of ideological and moral lesson, inquiry teaching should be started with the subject's characteristics and adopt the method of empirical combined with speculation. Therefore, the author believes the study on inquiry teaching should be guided by related theory and pay much attention to the implementation of specific operations, which is just the purport of this paper. As for the method, empirical research method will be adopted in this paper, that is, the author will conduct an investigation to some experimental areas in order to find some questions in the way of quantity study and seek feasibility and effectiveness of the operational level on new curriculum reform. As the region of northern Guangxi takes the forefront in curriculum reform in Guangxi and has made fruitful result, the paper will select Guilin and Liuzhou as a sample in the course of specific operation. So the students and teachers of the two cities will be investigated an random to get the first empirical material, and all the criginal effective data will be dealed with by SPSS13.0. The main methods are survey, supporting with literature, interview, classroom observation. This will not only provide a kind of vision for middle schools'teachers of ideological and moral lesson, but also provide some theory and support for the further implementation of inquiry teaching.As for the result, the inquiry in the region of northern Guangxi has been paid general attention in the ideological and moral teaching, and there are lots of experience about inquiry teaching's theory study and teaching experiments. For example, some schools and school sections take it a subject to explore and have made some initial result. But many deficiencies still exist in the process of specific implementation, that is,"false research"and"pseudo-explore"occurr sometimes; the implementation status is uneven; there is still a certain distance with the reguirment of the reform. So there are still many difficulties in the Junior middle school, such as inquiry training, teachers'inquiry ability, students'inquiry learning capacity and other factors that affect the effectiveness of the implementation.Specifically,the full test is made up of five parts.The first part is an introduction to the main source of the research, the research staus quo, the basic idea and the value of the study.The second part is mainly about the definition of some related concepts of ideological and moral lesson's inquiry teaching and supply main theoretical basis. Although the proposal of inquiry teaching stems from practical needs of teaching practice, we can't say there isn't any theory in early times. Constructivist insists that scientific teaching should take diversification activities as a platform to carry out inquiry teaching and supply sufficient theory for inquiry teaching.The third part is the empirical studies about the status of implementation of ideological and moral course's inquiry teaching in Guangxi to get preliminary understanding, that is, inquiry teaching in the experimental areas of curriculum reform has been adopted and achieved initial success.The fourth part is to analysis and statistic the data of the investigation. The result shows: although most teachers accept and use inquiry teaching, the overall status of implementation is not optimistic. At present, there is still a certain distance between ideological and moral course's inquiry teaching and inquiry teaching which is advocated by the reform.The fifth part is the comprehensive analysis of the findings. Based on the full study of relevant information, some relating issues in the study will be inspected and some coping strategies will be advised according to the problems in the process of implementation.Of course, there are also some inadequacies in this paper because of limited human and material resources, for the author's investigation scope of the two cities Guilin and Liuzhou can't be exhaustive and the sample size is also to be further expanded. But these are inevitable. At the same time, the author also hope to get correction and help from some experts in the relevant fields, help and learn from each other so as to give modest means for the fruent implementation of China's new curriculum reform.