Study On Cooperative Inquiry Learning Strategy Of Standard-based High School Ph

The education reform in China is going deep and wide-ranged in the direction ofdiversification, replacing the unitary, single assessment of the students learningperformance. Meanwhile the curriculum standard also puts forward the idea of changing ss’learning methods, and encourages the students "to experience scientific process of inquirylearning, to apply scientific research methods, to improve innovation and practice, tocultivate intense interest and enthusiasm in exploring and understanding the nature, toenable students to realize the enormous influence of physics on the scientific advancement,as well as cultural,economic and social development, to lay a solid foundation for theformation of scientific world outlook and values ". However, impacted by the long-testedtraditional physics teaching method which fails to inspire ss’ learning vigor and vitality, aswell as to develop their personality and good qualities, students thus have weak ability ofpractice, and unitary, passive learning styles as well, which obviously constitutes a bigbarrier for the realization of this education reform.The leaning strategy of cooperative inquiry is the combination of the advantages ofthe cooperative learning and the inquiry learning methods, introducing the basic conceptand method of cooperative inquiry to the teaching with the form of multiple learninggroups, which considerably improves learning efficiency, and enhances students’ ability ofcooperative inquiry. This kind of teaching reflects the people-centered learning concept,featuring its interactivity, communicative nature, problem-solving pattern as well as thenature of exploration by means of cooperative inquiry, thus making the passive-to-activetransition of learning method a realization.With the curriculum standard serving as a guidance, this thesis covers parts ranging from how to accurately set learning objectives for each period according to the curriculumstandard to how to make the most of students’ and teachers’ questionnaires, as well asconsultations from the records or materials home and abroad about the status quo of thestudies on this learning strategy; from a general high school physics teaching strategy ofcooperative inquiry put forward on the basis of the characteristics and types of domesticcooperative inquiry pattern to the evaluation tables catering to "complete cooperativeinquiry" class and "incomplete cooperative inquiry" class, which, filled out by the guestteachers or by the students, provide sufficient reference for improving the learningefficiency and perfecting teaching contents in class.To test the scientificity and availability of this teaching model, two different class, yetof the same level, are specifically chosen as the experiment classes. Though taught by thesame teacher using the same material, PEP edition of high school physics compulsory One,for one semester, ss’ interest and performance are different from each other. According tothe analysis and comparison between the different trajectories of the two classes,cooperative inquiry learning strategy puts students in a better position in terms ofimproving their learning performance.