The Learning Conditions And Strategies Of Geographic Inquiry Learning In High Schools

Inquiry learning as a focal point of the elementary education curriculum reform in our country has been taken of widely attention by educational circles. High school geography is a very comprehensive and practical discipline, and it needs to carry out the inquiry learning. However, as the advancement of new curriculum reform, many new curriculum content can’t reach the desired ideal effect, especially in our country, for large population, vast in territory, the unbalanced development and otherness between regions. The current situation make the new curriculum reform progress slow, inefficiency, the same as inquiry learning.The high schools all over the country is experimenting on the inquiry study now, and the inquiry learning on geography will also be probable. Guangxi Zhuang Autonomous Region as the last batch province to carry on the new curriculum reform in ordinary high school, it is necessary to stand on the shoulders of "predecessor" to track out of their own way of rinquiry learning.This article is by means of the investigating of study status in different high schools in some samples of city in the Guangxi Zhuang Autonomous Region, and on the basis of the observation, interview and questionnaire survey, as well as guided by modern education, modern psychology, the new curriculum theory. This paper analysis the present situation and the problems of geography inquiry learning in Guangxi Zhuang Autonomous Region. Exploring the root of the problem by this direction and basing on the analysis of existing problems as well as my own understanding of inquiry learning, the author put forward to the inquiry learning should not only stay on the curriculum provision, but also be as a way of learning through geographical classroom teaching. This paper aims to provide theoretical and practical reference for the high school geography inquiry learning in Guangxi Zhuang Autonomous Region. This paper consulted literature to understand the current situation of the inquiry learning at home and abroad and grasp the inquiry learning theory. And by means of questionnaire survey and interview, author took preliminary investigations of the current situation of inquiry learning in some samples of school in Guangxi Zhuang Autonomous Region. By analyzing the questionnaires and interview contents, it find that the majority the cognition degree of geographical inquiry learning of teachers and students in Guangxi Normal University are higher, and they enjoy and accept inquiry learning more. But the survey results also shows some problems as follows. First of all, the school attaches not enough importance to the new curriculum reform, and the potency dimension of the curriculum reform enforcement is not enough, as well as the courses in inquiry learning are few. Second, schools consider that inquiry learning has no directly help of college entrance examination, so the inquiry learning curriculum is lack of class time. Third, senior students in high school are facing the university entrance exam pressure, so degree of inquiry learning participation is almost zero. Fourth, teachers’ understanding of inquiry learning is not deep, so the way of determing the research topic is not scientific. Fifth, the way of guidance and evaluation of geography inquiry learning is not perfect. The pressure in college entrance examination cause the arrangement of discipline class hour contradicts with inquiry learning class hour. Sixth, because of Guangxi Zhuang Autonomous Region backward economic basis, the education funds investment, inquiry learning materialsis and equipment resource are insufficient.Aiming at the problems above, the author combined the results of the investigation, interview and on-the-spot investigation, then drew a conclusion that carry out the geography inquiry learning curriculum in Guangxi Zhuang Autonomous Region should follow several aspects. First, ensure to offer courses of geography inquiry learning and arrangement class hour, which requires education authorities in Guangxi Zhuang Autonomous Region to strengthen the support and supervision. Second, standardize the determination of geography inquiry learning subject. Third, complete the evaluation way of geography inquiry learning, both for teachers and students, because reasonable and fair assessment will respect and encourage their work. Fourth, arrange each subject reasonably, and optimize the arrangement of class hour, which is optimized and managed by management department in school. Fifth, increase investment in education funding, and complete relative materials and equipment, as well as develop all kinds of education resources fully. Sixth, strengthen the teacher training to improve the ability of guiding inquiry learning activities.