The Study About Learning Implementation And Evaluation Of Senior High School Historical Inquiry Learning

The traditional teaching method of history pays too much attention to the certainty of historical knowledge and the uniqueness of historical answers,neglecting the subjectivity of students' learning to a great extent,hindering the development of students' thinking in history and the cultivation of their practicality and creativity in history learning.In order to break through the shackles of traditional teaching methods and change the current situation that the curriculum implementation emphasizes too much on accepting learning,rote learning and mechanical training,the Ministry of Education promulgated the Outline of Basic Education Curriculum Reform(Trial)in 2001,actively exploring various new teaching methods.Among many new teaching methods of history,inquiry learning has a prominent position and significance.History inquiry learning emphasizes students' learning subjectivity,which through the organization and guidance of history teachers,students can learn history in a way similar to scientific research,and ultimately achieve the construction of new historical knowledge by using the knowledge they have learned.In addition,inquiry learning of history has changed teachers' teaching concepts and teaching evaluation methods to a certain extent,making teachers pay more attention to cultivating students' thinking mode of history in the teaching process,and providing broad space for the practical and innovative development of students' history knowledge learning.History teaching practice of senior high school shows that inquiry learning,comparing with traditional teaching methods,has significant advantages in improving students' thinking mode and learning achievement in history.This paper will start with the theoretical basis and essential connotation of historical inquiry learning,through field research,to study the teaching implementation and evaluation of senior high school historical inquiry learning.Specific research contents are as follows:(1)Questions raised.This part mainly describes the research background and significance of inquiry learning in history of senior high school;summarizes the research status and development trend at home and abroad through literature review;finally,summarizes the research methods of this paper through research needs.(2)The theoretical basis of inquiry learning.This part mainly studies the meaning,characteristics and essential connotation of inquiry learning,and summarizes the theory of inquiry learning that scholars have explored in teaching practice and teaching research according to the research status at home and abroad.(3)Teaching implementation and teaching evaluation of inquiry learning in the history of senior high school.This part mainly carries on the research to the inquiry learning teaching implementation and the teaching appraisal separately,and on this foundation,carries on the confirmation to the history of senior high school inquiry learning teaching implementation and the teaching appraisal through the case analysis.(4)The analysis of investigation and suggestions of inquiry learning history in senior high school.This chapter is mainly divided into three parts,which are the design of the investigation scheme of inquiry learning in the history of senior high school,the problems of inquiry learning in the history of senior high school and teaching evaluation,and the feasible suggestions and measures for the existing problems.(5)Prospects and shortcomings.This part summarizes the advantages and shortcomings of the research based on the research perspective of this paper,and looks forward to the future of this study and research expectations.