Practical Research On Deep Inquiry Of Comprehensive Practical Activity Courses In The Network Environment

Inquiry learning as an innovative teaching method which is written in the National medium and long-term educational reform and development program (2010-2020), indicates that it has become the new trend of education reform and development. At the same time, characteristics such as practice, comprehension and decision-making of the subject makes the inquiry learning has gradually become the main way of learning.Comprehensive practice course in a primary school of Nanjing have been made to a year of teaching innovation under the guidance of the in "Knowledge Building" theory. The drawn from the analysis of the phenomenon found in the process of teaching:The lack of in-depth characterization of the subject at the beginning of the study; The thin of students’subject consciousness in the process of learning; Off-topic inquiry process and so on will lead rambling process of inquiry, superficial results of inquiry, which is not conducive to the deep knowledge construction of students.Based on these issue, this study attempts to design "Problem-Inquiry-Development" teaching design framework to help students continuous and deep exploration and implement it, under the guidance of Zone of Proximal Development and "Knowledge Building" theory. Meanwhile, choose the students’ participation, cooperation, inquiry of focusing behavior as the evaluation project to assess the effect of teaching. The raw data from the video of classroom teaching and blog articles published on the platform. Assessing students’ participation by means of FIAS (Flanders Interaction Analysis System) and using the statistical method to the number of articles and comments in the blog. At the same time, evaluating students’ cooperative interaction through their self-assessment and using method to Analysis of social network. Finally, investigating whether the students’ inquiry-focus change through Content Analysis of blog.Research shows that the individuals involved of most of the students have improved, while the whole class participation has no significant changed. The interaction and cooperation between the class community has been enhanced can be seen from the interactive situation of students in blog platform, while the mutual exchanges need further development. Students are more inclined to interact with others rather than self-centered, paying more attention to the study progress of others. In the whole process of inquiry learning, students’ inquiry-focus has a significant change.This article also shares some experience of teaching in order to provide a reference for the future comprehensive practice course; to do a little help for sustainable development to students.