Suitability Analysis Of Inquiry Teaching Model On The High School Geography

21st century is the era of knowledge economy. Comprehensive national strength can be measured by the quality of people. While training initiative spirit and practice ability is the key to implement quality-oriented education. Under the new curriculum ideas, in high school the geography instruction, "attaches great importance to issues of geographical, initiate the student to participate in independent-like, the cooperation type and the inquisition type study", compared with the traditional teaching of geography, it takes more focus on training students to analyze and solve problems, on process and methods to acquire knowledge. It is more significant to carry out the inquiry teaching research in high school for deepening the reform of geography curriculum and optimization of geography teaching.In this paper, I use three different methods:literature research, survey research, case study method. This paper is divided into three parts.The first part(including chapterl and chapter2) is to provide an overview of the background, theoretical basis, the status quo, is to define the research'programs and the main contents.The second part (including chapter3) is the survey. In order to understand the situations of inquiry teaching high school, some students and teachers were surveyed by questionnaire. We found that teachers and students in high school have a good basic foundation on inquiry teaching, but inquiry-based teaching practice is not enough, not really play an important role. Inquiry-based teaching practice and content of the suitability are the key factors to obtain a good result.The third part (including4 and 5) is the investigation of inquiry teaching' content suitability, conclusions and practical part. Through the questionnaire, we found that the suitable contents for inquiry teaching are mostly procedural and strategic knowledge, including principles and rules of geography, geographic exploratory experiments, geography knowledge in the application of real life, the important geographic content but moderate difficulty. The theory must unify with the practice, the final (Chapter 5) points out four inquiry teaching examples designed with three different characteristics.