Research On Inquiry Teaching Mode Of High School Geography Topics

Implementation of the new curriculum reform and quality-oriented education,secondary education brought with it new challenges. Focus on the cultivation of students ’abilities and guiding students ’ overall development has become the main objective ofschool education. Past "cramming education","say" old teaching models are no longeradapted to the current requirements of the reform and quality-oriented education.In view of this, we conducted a study on the topic of inquiry teaching mode of highschool geography. This research focuses on integration of knowledge and inquiry teachingmode of creation. Framework aims to build knowledge, cultivate students ’ use andknowledge ability of interlinkages between through the research activities of the group,exploring consciousness and cultivate team spirit and innovative ability, enhancingstudents ’ interest and confidence in learning.Significance of the research through the transformation of teaching mode, changingteachers ’ educational stereotypes, the transformation of students ’ learning styles, study onfostering independent thinking, cooperation, innovation capacity, but also for the collectivepreparation of teachers to explore a new way. Research main contents are: first, casepreparation and application of research on the topic of learners; second is the strategy ofconstructing knowledge structure; three is subject of inquiry teaching in classroomteaching process research, and the training of students ’ exploring ability in cooperation;five is to learn team-building; six thematic research on inquiry teaching of classroomassessment.Experimental data analyses show that: implementation of inquiry teaching model tothe subject class, has significantly enhanced the resultof geographical module testing,students ’ learning interest, enthusiasm and initiative to enhance learning, learning moresolid understanding, memory, ability to analyze and solve problems has increased. Theinnovation of teaching model of one is through knowledge integration, build knowledge,knowledge structure was designed for students, and to facilitate links between knowledgeand mastery. II is the design of the use of the learning group cooperative study classroomprocesses, mobilization of the students ’ enthusiasm, initiative, exercising, cultivatingstudents ’ comprehensive ability to analyze, cooperative research.Third, the guidance design and preparation of the case, played a collective preparation of wisdom and power, exploring a new approach to collective preparation. Wealso found a lot of problems in the study, such as integrating subject knowledge and thepreparation of learners before class, increases the amount of teachers prepare lessons;younger teachers due to lack of knowledge and experience, managing self explorationabilities in the classroom; when some students ’ classroom study "lazy", research onclassroom discussion and participation is not high.Will draw on collective wisdom, as always, adhere to the concept of continuousreform and innovation, further optimizing the classroom topics exploring teaching process,improving evaluation standards for teachers and students, to promote the reform of theschool curriculum and improve teaching effectiveness of a force.