Research Type Teaching In "Cultural Life"

"Inquiry Teaching" focuses on problems, it mainly through the process of teacher’s guidance andstudents’ personal inquiry, talking and reflection to reach a solution to problems, this teaching method paysattention to enhance the cultivation of students’ autonomous learning ability and cultivate the scientificliteracy and the consciousness of innovation."Cultural Life" is a new subject with the new course reformstarted, it bears the ideological and political education in high school with "Economic Life","Political Life","Philosophy And Life", but it more focuses on the cultivation of students’ exploring consciousness andhumanistic quality."Cultural Life" module takes the leading of situation, discussion of problems andcomments of expert as the setting of process, it fits in with the mode of inquiry teaching. Therefore, it isnecessary to relate this advanced teaching mode of teaching with "Cultural Life" teaching practice, andresearch on the application of urgent.The application of Inquiry Teaching in the "Cultural Life" mainly exists the following problems: Oneis the application of the inquiry teaching pertinence aspects need to be further improved; Two is the inquiryteaching ability needs to further strengthen in the rational application; Three is the relationship betweeninquiry learning and knowledge acquisition system need to be further solved; Four is the implementation ofthe "Cultural Life" inquiry teaching process, the great difference of specific guidance of teachers andstudents’ active exploration needs to be solved.In this paper, based on the analysis and research on inquiry teaching and the characteristics of"Cultural Life", and analysised the "Cultural Life" module curriculum in inquiry teaching, on the basis ofsurvey practice, discusses the strategy of inquiry teaching in the "Cultural Life": One is to grasp therequirement of teaching objectives, which is the premise of the inquiry teaching in the "Cultural Life". Itincludes clearing the concept of the new curriculum, and grasp the demand of "cultural life" this concept;clarifying the relation between curriculum objectives to define the scope of inquiry teaching; clearing thesubject status of students, and grasp the essence of Inquiry Teaching. Two is to understand the architectureof teaching materials in all directions, which is the foundation of inquiry teaching’ application in the"Cultural Life". It consists of grasping the teaching material system from the teacher’s point of view;mastering the teaching materials’ content from the perspective of students; and understand the teaching materials’ structure from the angle of teaching. Three is to develop the resources of social life in culture andeducation, which is the condition of applying the inquiry teaching in "Cultural Life". It helps students toexpand the field of vision, develop teaching resources from life; pay more attention to practice, and learn inorder to practise; accept the test of practice, and cultivating students’ cultural awareness. Four is to build aharmonious relationship between teachers and students, this is the guarantee of the inquiry teaching’application in "Cultural Life". It includes changing teachers "What I say goes.", creating a democratic,harmonious learning atmosphere; encouraging students to discover problems, paying attention to thecultivation of students’ ability; giving students enough time to participate in the discussion and explorationindependently. Five is to rich the model’s construction, which is the key of the inquiry teaching’sapplication in "Cultural Life". It mainly includes the creation of the problem situation, and improvestudents’ awareness of the problem; the students put forward the hypothesis and explore it independently;collecting cultural life data, and verify the research hypothesis; evaluating the results of comprehensive,and develop the inquiry ability.