Middle School Geography "Total Research And Self-exploration" Teaching Model

High school geography curriculum standards (experimental)3basic idea advocated theimportance of geography students to explore issues. Students in the classroom to promoteindependent learning, cooperative learning and inquiry learning. This paper discusses theconcept of the majority of high school students and teachers in the implementation of the case,the status of implementation of the concept were investigated, and finally combine theirinquiry teaching practice, proposed the concept of effective implementation of this strategy.This paper consists of four parts. The first part is the introduction, mainly from the issuesraised, significance, status of domestic and foreign-related research, research methods andtechnical route four aspects were discussed. The second part is "self-exploration of research"theoretical overview of the teaching model, including the meaning of inquiry teaching;"ofself-exploration and research," teaching the meaning;"of self-exploration and research," thetheoretical foundation and the basic characteristics and other aspects of teaching. The thirdpart of the teachers and students through questionnaires and interviews to collect relevant dataand information to understand the implementation of inquiry-based teaching. The fourth partdescribes the secondary school geography "of self-exploration and research," teaching mode,respectively, including "self-exploration of research" effective teaching model implementedin the premise and the "self-exploration of research" mode of inquiry teaching content andimplementation process two blocks content the first chunk proposed "speeding up the reformof the college entrance examination, to establish a rational evaluation system; accelerate thetiming textbook and curriculum reform; accelerate the training of teachers in inquiry-basedteaching skills," three premises, the second chunk proposed a "self-exploration of research"inquiry-based teaching model of meaning and implementation steps, which includes thecreation of scenarios; rendering issues; self-exploration; cooperative inquiry; afterschool fivesteps to expand the content, and finally the author designed a "self-exploration of research"inquiry-based teaching case.