The Practice Of High School Chinese Inquiry Learning Research

Inquiry learning complied with the new tendency of the curriculum reform, to adapt to the new curriculum reform on classroom teaching of the new standards. new requirements, but also accords with the students’ physical and mental development characteristics, is the new curriculum to promote a new teaching idea and learning style is a major bright spot. However, because some teachers on the new curriculum basic idea in the understanding deviation, resulting in classroom teaching, which appeared blundering and formalized tendency, make inquiry form. Therefore, it is necessary to high school Chinese inquiry learning in theory for further research. analysis and solution of high school Chinese inquiry learning in the practical problems encountered in the process, in the daily teaching. the implementation of inquiry learning, enable students to develop study habits, to better implement the spirit of the new curriculum, promote the new course reform is carried out.The high school Chinese inquiry learning as the main research object, adopts the research methods of investigation, action research method, case study method and literature research method. The thesis is divided into six parts. Introduction the first part of the high school Chinese inquiry learning in the background and significance: the second part discusses the characteristics of the inquiry learning and significance; the third part of the inquiry learning theory basis for analysis; the fourth part of the high school Chinese inquiry learning development present situation, points out some problems; fifth part of the high school Chinese inquiry learning basic characteristics: sixth part of the previous analysis put forward high school Chinese inquiry learning implementation strategy, focusing on analysis of the inquiry process and teacher’s instruction.