Research On Thematic Inquiry Teaching Strategy In Blended Learning Environment

Inquiring teaching,focusing on the cultivation of students' innovative spirit and practical ability,advocates the active integration of learners into the whole process of exploring knowledge.Seriously think and explore independently,and gradually improve their ability to discover and deal with problems in the process of constructing knowledge actively.Optimizing the teaching structure and mode of graduate students is an effective way to improve the teaching quality of graduate students.Under the close combination of computer network technology,information technology and education,the blended learning environment has become the main environment of teaching and learning.Its autonomy,interactivity and collaboration have provided strong support for the development of inquiry teaching.Therefore,this paper is mainly about the research of thematic inquiry teaching strategy in blended learning environment,in order to cultivate the thinking quality of graduate students,innovate the learning mode,provide effective data reference,enrich the research of curriculum teaching theory and educate big data.The content of this paper is divided into five parts: the first and second chapters,using the literature research method,on the basis of the analysis of the current research situation at domestic and abroad,completed the research problems,the research methods and the significance of the study;Through combing and integrating the arguments of the research representative,the related concepts and theoretical basis of this study are formed.The third chapter is the construction of thematic inquiry teaching process model and macro strategy.Based on the teaching strategy design theory of the relevant literature research and the experience of the teaching of the instructor,the framework of the special inquiry teaching process is constructed.Through the analysis of the principle of the special inquiry teaching process model,the macro strategy of the topic inquiry teaching is designed.The fourth chapter is the exploration of the micro-strategy of thematic inquiry teaching.Combining with the course of "Educational Technology ",the learner characteristics analysis and the teaching content organization analysis of the course teaching design link are carried out.The two main topics of "information-based teaching design" and "information-based teaching evaluation" are designed and explored respectively,which highlights the characteristics of the common teaching effect of the two chapters,namely,the introduction of theoretical knowledge,the establishment and enrichment of teaching situation,and the practical application,the practical experience to stimulate learning initiative and enthusiasm.Students' autonomous learning ability training and problem-solving ability improvement fully reflect that inquiry teaching strategy is feasible and effective in the course teaching process..The fifth chapter analyzes the teaching effect through the questionnaire analysis data and test score S-P table,understands the students' inquiry learning status and learning effect,and basically achieves the expected teaching effect.Analysis of the existing problems gathered in: learners' self-confidence in learning and continuous follow-up of teaching micro-strategies,put forward countermeasures: make full use of the network teaching platform to implement personalized learning guidance for learners;strengthen learning process management,strengthen knowledge application experience.In the sixth chapter,the feasibility of thematic inquiry teaching macro strategy and the effectiveness of teaching microstrategy are verified by curriculum teaching.The key factors are as follows: the organizational structure of thematic inquiry teaching adapts to the blended learning environment,the thematic teaching mode matches the cognitive characteristics of learners' deep learning,and the thematic inquiry learning mode coincides with the teaching goal of knowledge transfer.