Practice And Reflection Of Inquiry-based History Teaching

Inquiry-based teaching is primarily a pedagogical method of teaching senior high school history. Researches on inquiry-based teaching can clear the basic criteria in the history teaching, improve teaching quality of inquiry-based teaching, sum up practical experience of inquiry-based teaching in the history classroom and may provide classroom learning and inquiry-based teaching reference for history teaching.Meanwhile, it also can promote professional development of history teachers.By understanding and analyzing a senior high school inquiry-based history teaching situation in Linxia, there are several main problems: Firstly, history teachers in the senior high school tend to be younger, they are lack of teaching experience. What’s worse, they are no idea on what is the “inquiry-based teaching”. Secondly, students’ basic history knowledge in the region is weak, their consciousness of the problem and thinking ability are not strong. On the other hand, some history teachers do not leave enough time for students thinking after questions. As a result, students’ history learning method has not been obviously changed. Thirdly, history teachers pay no attention to students’ homework and lack of time for inquiring, which makes homework has some problems:(1)the form of homework is single; ⑵history homework ignores other learning resources; ⑶some students are half-hearted about their homework; ⑷teachers don’t seriously review students’ homework.Based on analysis of these issues and causes, in order to improve inquiry-based history teaching in the senior high school in Linxia, measures need to be taken: first,improve the level of inquiry-based history teaching design, including student analysis,the reasonable subject, students’ team cooperation and cooperation between teachers and students and teaching reflection after class; Second, carefully design inquiry history homework, cultivate history teachers’ consciousness and explore varied inquiry history homework; Third, develop teachers’ team spirits. That is to say, implement the collective lesson preparation and listen to evaluation activities.