The Application Of Inquiry-based Teaching In Hi Story Teaching Of County-level High Schools In West China

The curriculum standards of general high school history(2017 edition)(hereinafter referred to as "curriculum standards of 2017 edition")clearly requires the transformation of traditional teaching methods in the teaching process of high school history,and the extensive use of inquiry teaching.However,the application of inquiry-based teaching in western China is still not optimistic.Taking wuhou middle school in Mianxian county of Hanzhong city as an example,this paper investigates the application of inquiry-based teaching in high school history teaching,analyzes various factors affecting inquiry-based teaching,and designs teaching cases based on the interpretation of 2017 curriculum standards.The paper consists of five parts,including the introduction.The introduction aims at the topic "the application of inquiry-based teaching in the history teaching of western county-level high schools——Take Wuhou Middle School for example ",from five aspects of research purpose,research significance,definition of basic concepts,research status,research contents and methods.The first chapter,the current situation of high school history inquiry teaching? Mian county middle school as an ordinary western & county middle school,since the 2017 version of high school history curriculum standard issued,actively promote the exploratory teaching high school history,so far,although has obtained certain achievements,but also a lot of problems,such as teachers inquiry-based teaching level is low,the students lack of inquiry learning method and ability,etc.The main reasons are the lag of teachers' inquiry-based teaching concept,the lack of correct understanding,and the lack of time for teachers and students.Only by constantly creating good teaching conditions,can the application of inquiry-based teaching in the history teaching of western county high schools be helped,and the enthusiasm and initiative of teachers and students in history teaching be improved.The second chapter,the technique of high school history inquiry teaching.How to reasonably apply inquiry teaching is something that every high school history teacher should think about and study.In the whole process of high school history teaching,the application of inquiry teaching,from the question to the classroom introduction,should highlight the teaching concept of "students as the main body,teachers as the leading".At the same time,attention should be paid to the cultivation of students' divergent historical thinking,so as to make inquiry teaching produce the greatest effect in the history teaching of high school.The third chapter,based on the new curriculum standard of high school history inquiry teaching design and analysis.The 2017 version of the curriculum standard puts forward the division of the core accomplishment and academic quality requirements of history discipline,requiring teachers to take the core accomplishment of history discipline as the basis point,the division of the academic quality requirements as the reference,and the combination of students' cognitive development level,to carry out the history teaching design of high school.This chapter closely combines the requirements of the curriculum standards of the 2017 edition,takes the two lessons in the people's edition of high school history textbook as examples,designs the exploratory teaching cases,and explains the design intention.More than theory.Since the introduction of inquiry-based teaching in China,it has been warmly welcomed by the education circle,but also received some criticism.How to better solve these problems,which are still hindering the application of inquiry-based teaching,remains to be further studied.