Research On The Implementation Problems Of Disciplinary Inquiry Learning

This dissertation points out the implementation problems of inquiry learning, and thus, the causes are analyzed from several perspectives. In view of the actual situation of current deficits of disciplinary inquiry learning, the author has expounded the general processes and diversification strategies according to the practical research and its application. This will not only help teachers to holistically grasp the basic idea and instructional law of inquiry learning, but also to broaden the horizons of teachers and to use the strategies flexiblly.From three respects, this dissertation explores the implementation problems and countermeasures of inquiry learning:Firstly, an overview of inquiry learning. The meaning, the characteristics ,the rise and development of inquiry learning, as well as the theoretical basis of disciplinary inquiry learning are discussed.Secondly, analysis of the implementation problems of inquiry learning. Such questions as what is disciplinary inquiry learning, why does it need to be implement, how to practice, how to evaluate its level, and who is the practitioner, are raised. the author proposed the implementation problems category, in which such problems as not knowing what to convey,, just teaching by going over the textbook roughly, control the class loosely, just waiting- and- seeing, lack of innovative teaching, tide standing, learning to walk Handan, and short living are included. Why exsits so many problems? The reasons are probably relevant with the school leaders' awareness lack of disciplinary inquiry learning, the poor awareness and capabilities of teachers which should be further improved.Thirdly, experiments and exploration research of disciplinary inquiry learning. Several countermeasures are discussed as such, learning and brainstorming, breaking through from a single point, providing growth incentives, promoting the curriculum, and looking for some carriers. Based on the first-line instructional reality, directed by the relevant principles of inquiry learning in primary schools, the author has extracted the operation mode, strategies and processes of inquiry learning, which both includes the illustration of the main processes and strategies, and provides a large number of live examples from the instructional front line. All of these are likely to help practitioners to draw nutrition, to grasp of the nature of inquiry learning, and to carry out personalized classroom teaching and Innovation activities.