Strategies Extracurricular High School Geography Inquiry Learning

A new round of curriculum reform in full swing, autonomy, cooperation, inquiry-based teaching methods become the mainstream thinking of teaching practice. Especially with regard to the the inquiry learning all aspects of the research, practice basic theoretical aspects of development mushroomed. However, in development at the same time also inevitably some of the outstanding problems involving inquiry learning origin, meaning, value, normative research, practice, and Educational Technology relations. The study found that more than90percent of the curricular and inquiry learning, and cared little about the extracurricular inquiry learning. And most studies only generalities, the actual depth significance.Geography as a regional, comprehensive, practical and openness is particularly strong discipline, its object of study and subject characteristics determine the extra-curricular learning is necessary, students are only out of the classroom, the use of the second class to combination of theory and practice, to fully grasp the theoretical knowledge and ultimately improve the quality of all aspects.In this paper, Bao’an District, Shenzhen Bao’an Foreign Language School, for example, select a high one, second year, third year of the three-year liberal arts students and geography teacher sample used questionnaires and individual interviews of students and teachers to explore the geographical extra curricular learning and understanding to conduct research on the understanding and practice. Specific content, including the selection of students and teachers in inquiry learning, especially extra-curricular inquiry learning attitude and content organization scheme investigation. To seek the views of students and teachers.Of data through questionnaires and individual interviews, analyzed, drawn on the basis of analysis of the geography text content system and geographic extracurricular inquiry learning theory support suitable geographical extracurricular inquiry learning content, content to meet the different age students mental characteristics for high-grade and low-grade classmates geographic extracurricular to explore should select a different content, some relatively complex inquiry content has to be handed over to the high school to learn; same time to meet the particularity of the region, taking into account the local special regional characteristics of the geographical environment, reflecting the geographic extracurricular explore an area of teaching facilities and faculty particularity distinction; Finally, to take advantage of the different type of geographical knowledge to explore, analyze its suitability for extracurricular explor atorylearning and give classified perceptual knowledge mainly focused on memorizing, not to mention to advocate the use of inquiry; rational knowledge suitable to engage in inquiry teaching, which are suitable for extracurricular explore when the law of the number of geographic and geographic the causes of two parts; third knowledge is to migrate the application of knowledge, is generally believed that this knowledge is suitable for extracurricular inquiry teaching. The final concluded that geographic extracurricular inquiry learning content selection strategy is to consider the three aspects, considering determined.The inquiry learning geography extracurricular organizations countermeasures that can be two ways to select personnel organizational model, and the other is the organization pattern, that is, first of all based on the selected content, student characteristics and new curriculum standards asked to identify the extracurricular activities of inquiry learning goals, select appropriate activities depending on the target after organizational model refinement is divided into geographical visited, geographic observation, geographic experiments and geographic thematic study of four modes, according to the new curriculum standards, this article. Respectively discusses the basic organizational scenarios and case selection; staff organizational model throughout the organization pattern, focus on different organizational models for different knowledge selected personnel, coordinating the forces.The final highlight of an event lies in its evaluation mechanisms, geographic extracurricular inquiry learning evaluation strategies. The given evaluation index system, discusses the evaluation principles based on three levels, one for compatibilization of knowledge, the personality of the culture and the ability to improve the interpretation of one-to-one correspondence with the value of extra-curricular inquiry learning, and to determine the weight. Level consists of five two indicators, divided into two of the mental factors and non-intellectual factors Finally, subdivided into three indicators operability. Eventually given four evaluation methods, including self-evaluation to take into account students’ autonomy is not strong, so the set list to be evaluated, a clear directional.The last part of the summary. Determine the contents of the extra-curricular inquiry learning, organizational strategy and evaluation methods main content summary and point out the inadequacies of the research.Finally, the paper argues that:geography teaching should give full play to the role of extra-curricular resources, select the appropriate content to carry out geographical extracurricular inquiry learning to improve the ability of students.