The Research Of Strategies For Guiding Student's Inquiry Learning In History Teaching

The main parts of in various countries are student-oriented, changing teaching ways and switching learning methods. Along with the development of course reform in China, people value and push independent, cooperative and explorative learning ways. The traditional education considers students'learning as a passive way to absorb knowledge. It gets to be doubted. Thus, there comes inquiry learning method, which reflects student-based idea fully. Guiding students to take inquiry learning in history teaching can raise interests in learning history, wake up students'problem consciousness, cultivates the ability for the student to find, analyze and solve problems. Furthermore, inquiry learning is also conducive to improving students'innovative spirits. These mentioned advantages above of inquiry learning lay a solid foundation for lifelong learning and work. Recently, many researchers are active to create lots of feasible teaching models and sum up experience for front-line inquiry teaching and learning. However, there are numerous disadvantages that lead to unfulfilling effect in the promotion of inquiry learning, such as short time to carry out inquiry learning, lacking of understandings for inquiry learning, poor teaching environment and so on. As a consequence, the author sorts out strategies, which combine with the result of observation, survey and his own classroom educational practice, for guiding student' s inquiry learning in history class.This article consists of four parts. The first chapter is introduction, which is mainly made up of five aspects. The first aspect is the causes of this article. The second one is the previous relative research conditions about this subject. The third aspect is about concept definition. In this section, the author explains inquiry learning, history inquiry learning and inquiry learning in history class. And the fourth aspect presents the research methods (documentary analysis, survey research and case analysis). Finally, the last part shows the innovation of this article. (The author finds out strategies from different perspectives that guiding students to take inquiry learning. Those views include the aims of the curriculum reform, learning theories and characteristics and essence of history subject. Besides, in chapter five proposes strategies and actual cases combined to carry on explaining.)The second chapter is investigation and analysis of inquiry learning in history class. Though taking interviews and questionnaires for related conditions of inquiry learning in history classroom, the author finds some following disadvantages when students taking inquiry learning. On one side, students are lacking initiative consciousness and appropriate skills to explore. In addition, the deficiency of research ability and poor environment for history inquiry learning also has an adverse influence on students' inquiry learning. On the other side, teachers have an improper orientation, a low level of research capacity and outdated teaching methods.The third part discusses principles and strategies for guiding student's inquiry learning in history class, which is the body of this article. First of all, following examples, researching historical materials as the core, laying emphasis on processes and results as well, a combination of taking students as body and taking teachers as guide are the principles that should be followed when teachers guiding inquiry learning during history teaching. Secondly, based on history teaching case of classroom, the author come up with an operational strategy through classroom instruction level and nine ways (guiding students to connect and integrate knowledge, emphasizing the instruction of students'learning method, optimizing the teaching content, developing learning motivation, making full use of students'cognitive structure, combining with meaningful study ways, creating historical situation, appropriately using historical data for teaching and organizing history activity classes)In conclusion, inquiry learning is not only a concept, but also a kind of action. It would be a practical inquiry learning pattern under the cooperation, exploration and practice between teachers and students. As a result, it benefits the promotion of students'inquiry learning style. Furthermore, students'quality will be improved in all.