The Application Research Of Inquiry Teaching In The Teaching Of Moral Character In Junior High School

In today's era of knowledge economy and information society, whether a person or a country if you don't want to be eliminated, you must learn to learn, and constantly learning and lifelong learning. Only in this case, can we avoid being given up by the world. That is to say, it is more important to have desire, interests and learning than just to memory tedious knowledge. Along with the education reform in our country, inquiry teaching has been admitted by many researchers, as a smart way to build the independent knowledge system of students. Inquiry teaching, however, is mainly concentrated in high school or science subjects. Based on the research background and the status quo of the teaching, the author thinks that inquiry-based teaching, as a dual knowledge and significance to construct a kind of teaching method for both the teachers and students, is of great significance for the junior middle school thought moral character. This article discusses from two aspects: theory and application, mainly including the following several parts:In the introduction part, I introduce the selected topic basis, comb the topic of the status quo at home and abroad, analyze the research ideas and methods in this paper.The first part, inquiry teaching related concepts and their use in junior middle school thought moral education significance. Research-style teaching related concepts embraces the meaning, essence, characteristic as well as the theory basis of inquiry-based teaching for junior middle school thought moral character. And we discuss the significance of junior middle school thought moral education from the perspective of teachers, students and social development.The second part, the principles and basic mode of inquiry teaching for junior middle school thought moral. The principles illustrate with the essence of inquiry teaching, following the order of the below inquiry teaching model. The mode is divided into four steps: Firstly, facing the problem – to provide problem situation and propose to the steps; Secondly, collecting information or team cooperation, to determine the object and bring the inquiry into force. Thirdly, Organizing language to form explanation – to comprehend and create knowledge and meaning on their own; Fourthly, reviewing the process – to reflect and apply theory to practice.The third part, the practice and reflection of the junior middle school thought moral inquiry teaching – "I love my teacher". This part includes two practice processes, one is the overall application of the basic mode of inquiry teaching, the other one is a simplified series of teaching modes. And both of them have advantages and disadvantages. In the practice and reflection, the author complete double construction of knowledge and meaning.In conclusion part, the author summarizes this paper, and believes that the inquiry teaching will be popular under the background of today's society.