Applicability Of High School Geography Inquiry Teaching Methods

The new curriculum reform puts inquiry teaching methods in an important position. Compared with the traditional geographical teaching, inquiry teaching, paying more attention to the the process and methods of requiring knowledge and focusing on training the ability of analyzing and solving problems, is conducive to the improvement of students’quality. However, problems are also brought out, such as formalization and ossification. Therefore, studying inquiry teaching methods’applicability of high school geography plays a significance part in deepening its curriculum reform and optimizing the classroom teaching. In this paper, such study methods as documentation, questionnaires, interviews and case study are employed. It mainly includes six chapters. The first chapter is an introduction which discusses related inquiry teaching methods of high school geography involving background of this topic, research situation, contents and methods, significance as well as oversea and domestic research achievements. The second chapter introduces the theoretical basis of the inquiry teaching, defining the related concept and discussing the connotation and features of inquiry teaching. In the third chapter, the survey about its implementation status is analyzed through the questionnaire. This part contains description of the research design, analysis of the survey results and summing up implementation and existing problems of different types of inquiry teaching methods. The fourth part is the applicability analysis of inquiry teaching methods in high school geography, including its contents, classification, comparative analysis of its different types, match analysis between its different types and contents, and selective principle of the applicability. Meanwhile, based on the theoretical analysis, survey and interviews with teachers in the first three chapters, some suggestions to improve the current inquiry teaching are put forward.The fifth part is the case study. This part analyzes and evaluates the inquiry teaching through several different classrooms teaching design of different characteristics and forms as well as the perspective of classroom implementation, from which some inspirations are gained. The last part comes to a conclusion, points out the shortcomings of this study and provides foundations for the further study.