The Application Of Research Learning In History Teaching In Senior High School

With the development of economy and globalization, countries all over the world pay more and more attention to the development of education. How to adapt to the development of The Times and successfully implement education reform become the education development of all countries to pursue common goals. In this background, inquiry learning was born. In this paper, starting from the perspective of history, from the following several aspects to analyze and explore the history research learning.The article is divided into three chapters altogether. The first chapter is summary of research learning. Mainly introduced what is inquiry learning, the links with the history, characteristics, and the value in middle school. Inquiry learning is a new kind of study way, also is the course form. It emphasizes the subject status of students in teaching, think learning focuses on guiding students’subjective initiative into full play. This revolutionary concept of education has basic education in our country have a certain degree of popularity, has the necessity and possibility. For a long time, the development of research learning achieved gratifying results, but in the teaching practice of the actual situation is still worrying. Improve teachers’personal ability, further deepening the understanding of inquiry learning is imperative.The second chapter introduces the application of inquiry learning in senior high school history teaching, mainly from the history of research learning topics, strategies and techniques, evaluation of three aspects to explore. In the actual operation, how to grasp the rhythm, effectively guide the students to explore, requires teachers to master some basic strategies and techniques. Topic selection methods, familiar with the history research learning can subtly technics of debate, carefully capture the students guess and so on, is the powerful weapon smoothly history research learning. In addition, due to the investigative study is intended to exercise and cultivate students’ autonomous learning awareness and ability of ascension, natural need to break through the conventional history of inquiry learning evaluation, to be reckoned with. Teachers should through a variety of ways rather than a simple quantitative method to evaluate students’ history learning, reasonable evaluation methods is the assurance of effective development history research learning.The third chapter is about the whole process of history research learning in some of the reflection and summary, mainly includes the teacher role transformation, set up the teaching goal, and effective use of the three aspects of curriculum resources. History research learning success largely depends on the role of history teachers about themselves. Therefore, the teacher must adapt to inquiry learning teaching method, for their "location", changing teacher’s role, as soon as possible from the absolute authority of historical knowledge become the partner with student learning. In addition, to carry on the investigative study there are many we need to pay attention to details, including carefully formulated the teaching goal, fully develop the campus resources, etc.