Study On The Pattern Of The Inquiry-Based Teaching In History In Grade 7-8 In Ontario,Canada

INQUIRY is a high frequency vocabulary for the reform of international education.The quality of basic education in Canada is widely recognized by the world.In the past more than 20 years,Ontario province has formed its own inquiry-based teaching model in history through efforts and exploration.This article mainly adopts the methods of literature research,comparative study and case analysis to explain and analyze the model and characteristics of Canadian inquiry-based teaching in history.Inquiry-based teaching is an activity or process in which students under the guidance and help of teachers,combine autonomous learning with cooperative discussion and interpret texts or materials around inquiry problems.Ontario's historical inquiry mode has no fixed form,but it mainly revolves around the five parts of Formulate Questions,Gather and Organize,Interpret and Analyse,Evaluate and Draw Conclusions,Communicate.In the process of inquiry-base teaching,we should learn from the personalized processing of historical data,various perspectives of topics,the living content,the multiple expression of results,quantify the process of inquiry,and supporting social public resources for history teaching.The Core Literacy of History are similar to the inquiry-based teaching process in history in Ontario.We can learn from historical empirical and patriotism.The process and interpretation of historical data is full of details and operability.From a historical perspective,we should pay attention to the contribut ion of different groups to Canada's development and construction,cultivating students' sense of identity and sense of belonging,developing their sense of responsibility and mission through the history of community.