A Practical Study Of Cooperative Inquiry Teaching Model In Junior Middle School History Teaching

The Interpretation of the Curriculum Standards for the History of Compulsory Education(2011 Edition)states that attention should be paid to the selection of teaching methods that can arouse student s' interest,be practical and conform to reality.In teaching activities,students' discussion and exchange activities with exploratory,creative and practical aspects are constructed to encourage students to participate actively,think actively,explore actively and create actively,so as to promote the overall development of students' overall quality,fit the new curriculum education concept and adapt to the characteristics of history curriculum.Through the communication between students,knowledge is changed from one-way transmission to multi-directional interaction.Focusing on the new curriculum reform,in recent years,the educational circles have actively explored a variety of educational and teaching models.In order to make better use of cooperative inquiry teaching mode in middle school history classroom,this paper introduces the research background,research present situation and research method of c operative inquiry teaching mode,and makes theoretical and practical research on the implementation of cooperative inquiry teaching mode in junior high school history classroom and summarizes the achievements and shortcomings,and discusses its own views from the following aspects:The theoretical research of cooperative inquiry teaching mode includes the theoretical foundation of cooperative inquiry teaching mode construction,the purpose of cooperative inquiry teaching mode and the principles to be followed,which lays the foundation for further practical research.Second,the practice research of history cooperative inquiry teaching mode in junior middle school: mainly explored the operation flow of cooperative inquiry teaching mode,and used the operation flow and three main inquiry ways to carry on the classroom practice with the example of the ninth grade "Renaissance" lesson compiled by the Ministry,and analyzed and reflected on the achievements and shortcomings of the classroom practice.(The classroom transcript is attached at the end of the article)The author summarizes the achievements and shortcomings of the cooperative inquiry teaching mode,and puts forward some strategies for the main links in the inquiry process,including problem design strategy and historical data application strategy,hoping to provide inspiration and reference for the future teaching activities.