High School History Research Learning And Teaching,

The changing of learning style is the common focus of curriculum reform in all subjects in high school nowadays. This dissertation addresses itself to inquiry learning (IL) in high school history. Along with the traditional curriculum development framework that from objective to instruction and to assessment, it discussed the following main questions through five segments:Introduced by the "origin", the dissertation sketched out the general understanding of IL. It was concerned with the main matters here: the explanation of IL-learning by cognitive mode and psychology progress of "inquiry"; the main interpretations of IL-as a learning style, a teaching strategy and a curriculum form; the historical development and practical significance of IL-the latter succeeds, extends and transcends the former. In the end, the theme of the study-the inquiry learning in high school history was elicited, the necessary and feasibility of which were accounted for, and the process and approaches of which were represented.The previous section set forth the theory meaning, practical significance and the framework of objectives of the EL in high school history. EL here was mainly oriented to a learning style, then a teaching strategy, and finally a curriculum form. Besides, the objective framework was primarily established on the base of the four parts: cognition, history theory, inquiry process and sensibility. It was desired to accord with the major idea of Nation's Curriculum Standard, and embody the character of history subject.The continuing section discussed the implement of the EL in high school history. On the ground of abstracting the inquiry-teaching examples, the dissertation developed four essential models of the EL in high school history. They included question-oriented EL by designed before class; question-oriented EL by adjusting promptly in class; task-oriented EL under textbook and subject-oriented EL beyond textbook with representative cases. Effective strategies and methods corresponding to them were also suggested. Generally speaking, the EL of students should undergo a process-from observing others' inquiry experience to imitating others' inquiry methods and to researching on their own, accordingly, the teaching strategy from demonstrating representatively to guiding becomingly and to directing advisably. Anyway, from "researching like collection" to "researching like cultivation and farming" and to "researching in length and breadth" is the general avenue of the implement of EL.The topic of the last section was the learning assessment of IL in high school history. The study treated it in light of the means of subject-oriented assessment-learners' assessment, teachers' (experts') assessment, multi-subject assessment and other incidental means with ample cases. Moreover, some "inquiry test questions" and analyses to them from history education measurement were exemplified as an important part of the section. The title of the section was, instruction and assessment are oneness of contradiction; the processing, qualitative assessment means are dominant in the assessment means of IL hi high school history, but the consequential, quantitative means shouldn't be supplanted yet. Especially nowadays, the basal curriculum areas are beyond others, but inquiry learning style hasn't taken root, the leading and stimulating of the processing, qualitative assessment means are necessary and important. This also answers the idea: instruction and assessment are two sides of one thing.Finally, learning style represents the relations among the teacher, curriculum resources and the learner, but the teacher's organization, instruction and pilot determine the diversity, agility and actual effect of learning style. Consequently, the accomplishment and intelligence of teachers will have a crucial effect on the impact of changing of learning style, the virtue of exertion of teaching strategy, and the substantial results of curriculum development. In the epilogue, the dissertation summarized the approaches to teacher' profes...