High School History The Practice Of Inquiry-based Learning

In the 21 century, with the rapid development of technique and the coming of the economy of knowledge, the international competition is becoming more and more fierce. Knowledge is becoming the foundation and the engine which promotes the development of the economy. In consequence, the education in the 21 century aims to cultivate students to meet the needs of this era. The UNESCO points out in its research report"Education--- The Treasure Within"that education should get ready for every human being's lifelong happiness, and the four pillars of the education in the future are to enable students to learn to know, learn to do, learn to live together and learn to be"Inquiry-based learning is just the unique and most effective way which can let you develop continually. Since the 1990s, the main developed countries has adjusted the objective of their own high school curriculum, which lays stress on the change of student learning method and the implementation of inquire based teaching model. At present, China's eighth basic educational curriculum reform conforms to the development trend of curriculum reform of the world, emphasizing changes of student learning method, and implementing inquiry learning. China's high school history curriculum fully reflects the new curriculum reform ideas----student-oriented, focusing on changes in student learning, promoting active participation of students and developing their ability to be happy to explore. Under the tidal wave in the new curriculum reform, whether from high school history textbook plate design form, or from high school history teaching practice on the specific process, educators have carried out a positive and useful discussion. So far, China's high school history inquiry-based learning has made some achievements both in theory and practice. However, the theory and practice are sometimes separate, and in high school history teaching in the"Man Tangguan"– Teacher-centered- teaching methods are still dominant. High school history teaching did not find a systematic inquiry-based learning model which can be applied to other spheres, which has brought some obstacles preventing us from further carrying out the high school history curriculum reform. As a high school history teacher, I feel it my duty to combine theoretical study with classroom teaching practice, and actively explore effective inquiry-based learning strategy, the establishment of a workable mode of learning, so as to enrich high school history inquiry-based learning research.This article has four parts. The first part is the preface introducing the inquiry-based learning, the status quo of the relevant research at home and abroad, as well as the significance and research value of the topics.The second part is the concept and theoretical basis of inquiry-based learning. From the definition of"inquiry-based learning", we can find that inquiry-based learning has the following features:"participatory","processing","open"and"experiential". Constructivist learning theory is the basis for inquiry-based learning, which stresses the active construction of learning, social interaction and situational learning.The third part is the practice research of inquiry-based learning of high school history. While the inquiry-based learning of high school history has made certain achievements, but there are still some problems. Combining the experience of implementation adopting inquiry-based learning, the author raised several proposal, which is about the operational procedures of the inquiry-based learning, as well as what should be noted for senior high school history.In the fourth part of the thesis, we gives the problems and prospects of inquiry-based learning for high school history. Survey shows that the implementation of inquiry-based learning for high school history still faces some problem, but with the new curriculum reform going deeply, we are still full of confidence in the inquiry-based learning for high school history!...