The preparation of this project started from June 5438+February 2004, and it is planned to be completed in August 2006, which lasted nearly two years. This research group is headed by Zhu, a teacher of Wenzhou Middle School's political group, and its members are Shen Xingyang, Zheng Pin, Lu Zhiyong. In March 2005, it was recognized by Wenzhou Academy of Educational Sciences as the basic education project of Wenzhou Education Planning in 2005, and the project number was ASZ0542.
The background of this topic is based on the promotion of new curriculum reform. The new curriculum standard clearly points out: "advocate open and interactive teaching methods and cooperative inquiry learning methods;" Make students improve their ability of active learning and development in the process of democratic teaching, "develop their ability to collect and screen social information by using various methods, especially modern information technology" and "encourage students to think independently and explore cooperatively". Curriculum standards point out the direction for teachers to carry out teaching reform. At the same time, the computer and network technology in the information society provide conditions for students to reasonably arrange their study time, place and learning methods according to their own needs, and provide convenience for students to carry out cooperative learning and research-based learning. Therefore, it is necessary for teachers to innovate teaching methods and means to create a better autonomous learning environment for students.
Second, the summary of the research results of this topic.
(1) February 2004 to June 2005 is the preparation stage for the project implementation. The main tasks are to ask questions, write research plans, determine research methods, and clarify the division of labor and cooperation.
First, write a research plan.
A new round of curriculum reform is in full swing, and provinces and cities are constantly trying to adapt to the trend of new curriculum reform. Relevant leaders of Wenzhou Academy of Educational Sciences also began to study this issue. Comrade Ma wrote "Theory and Practice of Inquiry Teaching" and conducted a pilot study in an experimental middle school. The subject teaching and research group also followed the pilot project. For example, Comrade Lin Yuezhou, a teaching and research researcher in the political teaching and research section of senior high school, also gradually carried out inquiry teaching activities in some middle schools. In June, 2004, 165438+ 10 in Pingyang No.2 Middle School, the author set up an activity class of political inquiry learning and observation teaching in senior high school. The topic is the basic characteristics of socialist market economy, but it has not achieved very ideal results. On the one hand, we can try our best to embody the learning mode of autonomy, cooperation and inquiry advocated by the new curriculum, on the other hand, we are afraid that knowledge points will not be implemented, so the classroom teaching mode is basically based on the traditional inquiry mode. After that, the Academy of Educational Sciences further carried out pilot activities of political quality course evaluation in Rui 'an No.4 Middle School and Wenzhou City. But the effect is good or bad, and teachers have different opinions. However, the idea of the new curriculum reform is imperative. How to solve the contradiction between the traditional classroom teaching and the autonomous cooperative learning teaching mode which is particularly emphasized in the new curriculum? This problem has aroused the deep thinking of our research group.
From the end of June, 2004, 1 1, the members of our research group consulted a large number of books and materials on the research of new topics to understand the latest achievements of this topic. This paper compares the latest modes of independent and cooperative teaching, such as inquiry teaching mode, research learning teaching mode, case teaching mode, salon teaching mode and "three self-guidance" teaching mode. Found a problem: in fact, each teaching mode has its own characteristics and theoretical basis, and each has its own advantages and disadvantages. However, no model is a panacea for all diseases. Only by analyzing the different performances of different students in different periods, different places and different situations can we achieve the educational and teaching purpose of teaching students in accordance with their aptitude. Therefore, only by comparing and studying different "autonomous learning teaching modes" can we reveal the universal laws of education and its special manifestations, and thus draw a conclusion that conforms to the objective reality. At present, the comparative study of different teaching modes is very popular at home and abroad, but there are still a few high school political subjects based on the new curriculum background, and even the new curriculum is still being fully promoted. Therefore, the research of this topic is urgent and timely.
On the basis of consulting and comparing relevant materials, we wrote a research plan for this topic and applied to Wenzhou Academy of Educational Sciences for project establishment.
Secondly, about the division of tasks.
Zhu is the general manager of this project, responsible for the formulation and implementation of the research plan of this project, as well as the organization and operation of the whole process; Specific division of responsibilities: Zhu is responsible for the theory and exploration of salon teaching mode; Shen Xingyang is responsible for the theory and practice of inquiry teaching mode; Lv Zhiyong is responsible for the theory and practice of "three self-guidance" teaching mode; Zheng Pin is in charge of the theory and practice of inquiry learning teaching mode; Sun Xiaoxiao is responsible for the theoretical practice of case teaching mode; Shen Xingyang is responsible for the comparative study of the above teaching modes and writing the summary report of the subject;
Third, about research methods.
The research methods of this topic are mainly comparative research and experimental research, as well as case study and observation research, following the method of combining collective research with individual research.
Finally, determine the experimental class. Because our project research is in the planning stage, it is still in the hypothesis and search stage, and it is still immature to determine the experimental class. Moreover, at that time, the members of our research group were basically teachers of science in Grade Two or liberal arts in Grade Three, and we thought that the implementation of this topic was more enthusiastic and energetic for Grade One students. At that time, Zhu, the group leader, conducted an experimental study in the second year of high school 1 class where he taught, and implemented the "salon-style" teaching model. Teacher Zhu first assigned tasks and decided to take the dormitory as the unit. The topic is: the cultivation of reasonable imagination and creative thinking. The scope is the first lesson of the second book of philosophy in senior two. At that time, our classmates were very enthusiastic, and the teacher was going to let the students explore the combination completely independently without any intervention. The form of class is presided over by a classmate, and some questions are designed in the form of games. But the overall effect is not ideal, that is, the expected effect has not been achieved. It took the host students in the dormitory less than 20 minutes to finish the preparations, and then there was nothing to do for the remaining 20 minutes.
The theory and practice of Shen Xingyang's "inquiry" teaching mode and Lu Zhiyong's "three-self-directed" teaching mode: Zheng Pin is responsible for the theory and practice of research-based learning teaching mode; Sun Xiaoxiao is in charge of the theoretical practice of case teaching mode and has carried out experimental activities in his own teaching classes. However, we still lack an in-depth understanding of the theory and practice of this subject, so the effect is not very ideal in the specific implementation process. For example, inquiry teaching activities put forward higher requirements for teachers' quality. The model of "case teaching method" has greatly increased our workload of preparing lessons, and "three-self-guidance" seems to increase students' academic burden, which is not ideal for improving students' academic performance. Finally, it still needs a lot of explanation from the teacher. "Research-based" learning is a relatively smooth form for us to implement, because this model is a comprehensive research activity of all disciplines in our school, and both theory and practice are relatively mature.
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(1) The meaning of "salon"
Salon is Sal, France. The transliteration of U, which means "reception room" and "living room", refers to social gatherings in western Europe, especially in France, to talk about literature, art or political issues since the17th century. Later, it generally refers to the small gathering activities of people in literature, art, politics and enterprises. Here, in the name of Sharon, we seek initiative, mutual cooperation, conscious inquiry, democracy and equality, and free and enthusiastic learning.
Our salon means that under the guidance of teachers, students mainly use modern teaching techniques (such as video, audio and text functions of TV, computer and other multimedia) to show the analysis process of materials and problems in an all-round and multi-angle way through activities such as autonomous learning, cooperative learning, comprehensive learning, inquiry learning and innovative learning, presided over by students, and express and further improve the research by means of discussion, speech, dialogue, debate and competition.
(2) the essence of salon
First, the salon is a student-centered teaching activity.
People-oriented, students-oriented, students' development-oriented and students' sustainable development-oriented are our educational philosophy and the purpose of our salon. Specifically embodied in the following aspects: First, the salon aims to increase students' wisdom, improve students' ability, shape students' personality and improve students' quality through long-term, standardized and effective salon activities, which is the original intention and purpose of the salon. Secondly, the theme of salon activities is chosen by students themselves, the form of salon activities is designed by students themselves, the matters of salon activities are arranged by students themselves, the results of salon activities are judged by students themselves, and everything in salon is selected, thought, designed and organized by students themselves. Thirdly, the salon shows students the wings to expand their thinking, give full play to their potential abilities, and create a variety of activities and forms suitable for their own characteristics, themes, physical and mental characteristics and needs, which is in line with the characteristics of the times when high school students advocate autonomy, equality and openness. Students like to take such classes.
Second, the salon is a learning teaching activity.
The main body of modern education and teaching activities is students, so teaching must be based on learning. Students' subjectivity and innovative learning are the essence of Sharon's strong vitality. In the salon activities, students carry out autonomous learning, cooperative learning, comprehensive learning, inquiry learning and innovative learning. Autonomous learning means that the theme of the salon is chosen by the students themselves. What they think is useful, what they are interested in, and what they have more research and knowledge, whether it is group, disc or series, is entirely up to them; Second, the salon materials are all taken by the students themselves. They can search, obtain, process, sort out and use various materials related to the theme through various channels (textbooks, libraries, reference rooms and the Internet), and it is up to them to decide whether, what and how to use these materials. Third, the form of salon is created by students themselves. They can create popular salon forms such as "Happy Story", "Telling the Truth", "News Observation", "Prize-winning Quiz", "Crosstalk Essays" and "Singing and Dancing Poems" according to the members' specialties and students' hobbies. How to present materials and ask questions, whether it is collective discussion or individual answer, whether it is roll call, student number drawing or group representative speaking. Cooperative learning first refers to the cooperation between students in the salon process. The cooperation between students focuses on the fact that each salon activity is carried out by a group of several people. In the whole process, they are always together * * * to choose themes, collect materials, study problems, plan and host activities. They work together and have the most equal, intimate, natural and necessary cooperative learning. The cooperation between students is also manifested in the salon activities. All students carry out activities around the theme according to the design ideas of the host. There is more extensive student-to-student cooperation-cooperative learning between the host group and all students, within other groups and among other groups. Secondly, cooperative learning refers to the cooperation between teachers and students in the salon process. On the one hand, teacher-student cooperation shows that teachers participate in the preparation process of salon activities and provide suggestions and information for students; Students' ideas and collected materials have opened up new ideas for teachers and accumulated materials. On the other hand, teachers and students participate in salon activities, infecting, influencing and educating each other with their own views, ideas, methods and positions. Thirdly, cooperative learning is also manifested in the cooperation between students and schools. Most salons are beyond the power of a teacher or a school department. For example, some salons have comprehensive themes and need the cooperation of teaching and research groups such as geography, history and Chinese. Some salon activities involve materials and equipment, which need the cooperation of reference rooms, libraries, information technology groups and other departments. Comprehensive learning refers to: first, comprehensive application of subject knowledge. The theme of a salon is often based on a social hotspot or a practical problem. The real society is always complicated. To correctly, comprehensively and profoundly understand, analyze, discuss, study and solve these problems, a single knowledge is powerless, and it is necessary to comprehensively use the knowledge of various disciplines. Second, comprehensive use of learning ability. Organizing and participating in salon activities (especially organizing) requires students' comprehensive learning ability. For example, collecting salon materials requires students to have the ability to observe, perceive, communicate, consult, surf the Internet, make courseware by hand, and acquire, judge, screen, organize and use information. To carry out salon activities, students need to have the abilities of creativity, organization, hosting, language expression, calligraphy, painting and calculation. Third, comprehensive use of emotional factors. The process of salon is a process of educating others and self-education, so it is also a process of showing, colliding, fighting and finally winning healthy personality and bad personality. Salon needs the guidance of scientific world outlook, outlook on life and values, modern teamwork spirit, innovative consciousness and competitive consciousness.
(3) Introduce the research and practice results of "Salon" teaching mode in China.
Recently, some universities in China are implementing this teaching mode. For example, Jiangxi University of Science and Technology adopted "Sharon-style" teaching in the teaching process of "Two Courses", which changed the classroom situation that teachers were "tired" and students were "bitter" in traditional teaching and explored a new teaching mode that was popular with students. Hubei University of Economics conducts academic salon-style teaching and research activities. We regard academic salon as a form of teaching and research activities, discussing one teaching content at a time, without requiring a unified conclusion, in order to broaden our thinking, guide our thinking, deepen teachers' understanding of a certain problem and seek the best teaching scheme.
The theory and practice of "salon-style" teaching in domestic senior high schools should be popularized in Yuhang Senior High School first. On June 5438+February 2, 20041day, Zhu, the leader of our research group, attended the seminar on research-based learning of ideological and political courses in Zhejiang Province held in Yuhang High School, shishi city, Hangzhou. Witnessed three unique "salon-style" classroom observation activities organized by the school's teachers. 13:08 19, in a classroom of yuhang senior high school, a song "Jiangnan" sounded leisurely. On the projection screen in front of the classroom, there is a beautiful slide entitled "Walking into New Hangzhou". Good music and scenery suddenly attracted students' attention. When everyone relaxed, a student host stepped onto the platform and threw out the topic of today's "salon": We are in the beautiful south of the Yangtze River, let's talk about the more beautiful Zhejiang economy. After the exhibition, I also listened to teachers Gao Yu and Xu Xiaoyun's lectures on "Salon Teaching" and observed the "Salon" class hosted by the students themselves. A teacher from Wenzhou told reporters: This is the first time I have heard such a vivid and thoughtful class. The quality of the host is very good. It can be seen that he is hardworking, humorous, lively and profound.
2. "Three independent" teaching mode
Reading in the teaching of "three self-guidance" is the foundation, doubt is in-depth, and seeking truth from facts is sublimation. After a period of exploration, we realize that in order to make students learn actively and lively, we must do the following:
Students read by themselves.
The purpose is to guide students to master the general knowledge structure and basic knowledge points of the new curriculum through their own reading. Our approach is divided into three steps: the first step is to guide people, that is, to guide people to take new lessons and inspire students' thinking. Its methods include: reviewing old lessons to guide people and building a bridge to new knowledge; Create situational guidance, such as interesting anecdotes, idiom stories, poems and songs, to attract students into an angry state of acquiring new knowledge; Create suspense, that is, guide people with questions and stimulate students' thirst for knowledge; Cut to the chase, directly guide students to read, explore new knowledge, and so on. The second step, prompt, before students read, the teacher should prompt the main content of this lesson or the basic requirements of reading, give students thinking support for cooking, so as to concentrate their brainstorming and prevent students from finding a needle in a haystack. In other words, let students study and think around several major issues, so as not to distract their energy and deviate from the teaching objectives. The third step is to read the discussion. On the basis of reading, students can basically master the main content or basic knowledge points of this lesson according to the teacher's requirements, or draw up the learning outline of this lesson initially, or think about the problems raised by the teacher. Reading can be divided into rough reading and intensive reading. Rough reading is the first reading, the purpose is to understand the general content and establish a preliminary impression. Intensive reading is the repeated taste and pondering of key and difficult points. Intensive reading is divided into full-text reading and segmented reading. Read through as a whole, read in sections, sections or sub-topics. In addition, there are students who read silently by themselves, or let students lead or read in roles, or read in chorus. Silent reading is students' own learning, reading guidance is to attract students' attention, role-based reading is to create an atmosphere of thinking, and economical reading is the goal or result of * * * exploration (that is, conclusion). The ancients said: Read 300 Tang poems by heart, and you will sing them when you write them later. Only through repeated reading can students lay the foundation for questioning and seeking.
(B) the students themselves are questioned
The purpose is to guide students to find difficulties, doubts and joints, exchange information and open their minds. Students' inability to ask questions is an important sign to test students' learning depth and thinking breadth, a necessary stage for understanding, believing and applying, and an important way to cultivate students' ability. The ways to guide students to ask questions themselves are as follows: ① preview questions, that is, students will mark what they don't understand at the beginning of reading, or put forward them as their own research goals or collective research questions in the discussion; (2) Ask fewer questions in the discussion, that is, students ask each other questions when discussing a certain problem, in order to pursue the true meaning of the problem; (3) The teacher asks questions in class, that is, after listening to the teacher's explanation, which ones are not understood and which ones are not convincing; (4) Ask questions in practice, that is, ask students to encounter difficulties in practice and question the solution ideas and even the answers. Another situation in which students question themselves is that they often "follow their feelings". They like to grasp many problems in daily life and question the text. At this time, teachers should be good at brainstorming, from this to that, from the outside to the inside, to raise scattered, phenomenal and perceptual problems to rationality and bring them into the track of teaching goals to be achieved, thus forming a situation of collective pursuit.
(3) Students look for their own.
The purpose of students' self-seeking is to grasp the key points, clear their minds, eliminate difficulties, solve problems, clarify doubts and puzzles, and cultivate their ability to analyze and solve problems. Students' self-seeking is by no means a process of individual thinking, but a process of multilateral interaction among students, teachers and students, and even teachers before and after class. It is necessary to mobilize students' enthusiasm to the maximum extent and improve their participation. There are students who think independently, have group discussions, have classroom communication, have teacher-student discussions, have students correct each other, have positive and negative debates, have teachers give timely guidance, and have students or teachers summarize. Students should master the relationship between "receiving" and "releasing", express their opinions freely, get together to reach a relatively unified understanding, and make students' understanding systematic and standardized.
3. The teaching mode of "case teaching method"
Case teaching method was founded by Harvard Business School in the early 20th century. In 1950s, Canada, Britain, France, Germany, Italy, Japan and Southeast Asian countries introduced case teaching method into management education. Nowadays, case teaching method is popular all over the world and has become the basic teaching method of management education and training. In the early 1980s, some universities in China also began to introduce the case teaching method into the teaching of some disciplines. After years of practice and exploration, the application of case teaching method has become increasingly standardized, which has greatly promoted the reform and development of teaching in colleges and universities in China. The case teaching method emphasizes that students are the main body, and the basic value orientation is to cultivate students' autonomous learning ability, practical ability and innovation ability.
The so-called case teaching method refers to the process of classroom teaching by using cases written on the basis of real events, so that students can fully express their opinions on cases and achieve high-level cognitive learning goals. In short, the case teaching method is a teaching method with cases as the teaching medium. Case teaching method is different from case analysis in other teaching methods. Although both of them use cases for classroom teaching, the teaching mode of case teaching method is: case-theory-case. Case is the starting point and destination of classroom teaching. Exploring cases requires learning theory, and learning theory is to explore cases; Among other teaching methods, the teaching mode of case analysis is: theory-case-theory. Theory is the starting point and destination of classroom teaching. Mastering theory requires analyzing cases, and case analysis means mastering theory.
The core of this teaching method is "case", that is, descriptive research literature. It refers to the special situations, situations, problems, events or conflicts encountered by specific people, things and things, describes the real situation in a narrative way, and tries to balance the situation, participants and situational entities and present them from multiple perspectives. (The application of case teaching method in the teaching of comprehensive courses in primary and secondary schools) Graduate student of Cai Yijun/Tamkang University School of Education and Institute of Educational Technology; Associate Professor, College of Education and Institute of Educational Technology, Takao/Tamkang University)
Specifically, the case teaching method mainly has the following characteristics:
(1) Students are the main body of the case teaching process. In the case teaching method, students are the main body of the classroom, and the role of teachers is to organize the classroom and guide the discussion. Give students questions in advance, let them read the cases, let them learn knowledge and exercise their talents in the debate and teacher's guidance. At the same time, teachers can randomly ask questions by name, find and answer questions, and summarize and refine the necessary theoretical knowledge and basic principles.
(2) Assign tasks, create scenes and arouse students' learning enthusiasm. Case teaching method is actually forcing students to participate in classroom learning. Ask students to really think from the perspective of practical work. Let students feel that class is not an easy task, so they must go all out. Therefore, in addition to actively participating in classroom teaching, students must also form student groups to alleviate the great pressure of learning. This teaching method attaches importance to students' participation process, rather than simple theoretical teaching. Its essence lies in taking students' speech as an aspect of all students' learning, so as to mobilize students' learning enthusiasm to the maximum extent.
(3) Improve students' ability through active participation. Improve basic skills. Case teaching method enables students to fully express themselves in case analysis, exercise their thinking methods, analyze and solve problems, and improve their independent thinking ability, language expression ability, courage and quick response ability.
(4) Three-dimensional perspective case, reflecting teaching students in accordance with their aptitude. In the case teaching method, the way to look at problems and deal with them should vary from person to person. Students are not necessarily "intellectuals", but they must be "ability molecules". In this teaching method, teachers can also give full play to their role. In fact, this is a higher requirement for teachers. Teachers can teach students in accordance with their aptitude and adopt different methods to give full play to the advantages of all kinds of students and tap their potential, so as to achieve the goal of making all the gold shine here.
(5) Pay attention to the discussion process and integrate the principles into the discussion. In the classroom of case teaching method, we should not simply pursue a correct answer, but pay attention to the thinking process of drawing conclusions. The problems involved in each teaching case must be analyzed, explained and discussed by the students themselves. The success of this teaching method depends on the degree of students' participation, and whether they can participate is related to whether students are fully prepared for each case. In order to prepare for participation, students have to plunge into the library to find information and study consciously. Sometimes, in order to let students discuss the problem more deeply, they deliberately do the questions, remove the necessary conditions in the displayed cases, let students make assumptions, and make the class very active. As long as what you say is reasonable, you can express your views clearly and clearly, which is the performance of your ability.
(6) The learned knowledge is operable. This teaching method can be closely linked with social practice, which is conducive to applying what you have learned and combining theory with practice. Practicality and operability are very strong, and the students trained are all practical talents.
It can be seen that the case teaching method is a new teaching method with cultivating students' ability as the core, which is very different from the traditional teaching method that emphasizes teachers' single subject position, one-way communication and fixed textbooks for many years. Case teaching method embodies the humanism of teaching theory and the constructivism epistemology of modern psychology, adapts to the internal cognitive order of learners' construction and acceptance of knowledge, and conforms to the objective law of people's continuous enhancement and exertion of subjectivity in the process of socialization, which is the secret of the vitality of case teaching method.
4. About inquiry learning.
Although it is only a few years since China put forward research-based learning and tried it in practice, its importance has been widely valued because it meets the requirements of primary and secondary education reform. Now, research-based learning has become a very important content of the new round of basic education curriculum reform, and it belongs to a designated field of comprehensive practical activity curriculum. It can be said that inquiry learning is the highlight of the new round of curriculum reform.
There are generally two explanations about the meaning of inquiry learning. First of all, it is considered as a way of learning. This learning mode corresponds to and supplements receptive learning, and its main feature is to emphasize active inquiry, autonomous learning and problem solving. This learning method can be used in various educational and teaching activities inside and outside the school. For example, some teachers attach great importance to creating problem situations in classroom teaching and guiding students into problem-solving learning; Some teachers are good at guiding students to question and ask questions about the contents of books, what teachers teach and what students say. Some teachers often organize students to discuss difficult problems in groups or other forms of cooperation ... These all reflect some teachers' emphasis on cultivating students' inquiry ability to varying degrees. In this sense, research-based learning, as a way of learning, has long existed in the teaching activities of many excellent teachers, but it has not attracted widespread attention and has not been widely used. Secondly, it is considered as a learning activity. As a learning activity, it has its own curriculum form, which can be included in the curriculum reform plan and even arranged in our curriculum schedule. This research-based learning activity mainly has the following five characteristics:
(1) adopts the way of thematic inquiry.
Research-based learning activities are usually carried out around specific problems. According to this feature, people give different names to research-based learning activities. For example, scholars in some countries call it project learning or project inquiry; In some schools in China and Hongkong, it is called special learning; Some schools in Shanghai that carried out research-based learning activities earlier are called small-scale research.
(2) The topic of inquiry comes from students' peripheral life.
The problems to be solved in research-based learning activities mainly come from students' actual social life, study life and daily life, rather than from exercises designed according to a certain knowledge point in textbooks.
(3) Students actively acquire knowledge through various channels in an open situation.
At present, the teaching of various disciplines emphasizes certain openness, but the openness of research-based learning activities is the highest. No matter the content, methods or means of learning, it is full of openness, with special emphasis on obtaining information through various channels.
(4) Comprehensive application of various knowledge to solve practical problems.
Because of this feature, inquiry learning has different names. For example, 1998, the United States promulgated a set of competency standards including language, mathematics, science and applied learning. We are familiar with the first three fields, but there is no such thing as applied learning in our national curriculum. In fact, the connotation of applied learning is very similar to what we call inquiry learning. Japan is carrying out a new round of curriculum reform, and the curriculum field of "comprehensive learning" is included in the reform plan, which they call "comprehensive learning time". In the "comprehensive study time", students should carry out various social practice activities and carry out a lot of activities similar to our research study.
A few years ago in China, some school teachers spontaneously carried out research-based learning activities, which they named "interdisciplinary research activities", emphasizing the comprehensive characteristics of learning activities.
(5) Need the guidance of teachers.
Students' research-based learning activity is a kind of inquiry practice under the guidance of teachers, which puts forward many new requirements for teachers' guidance. The first four characteristics of inquiry learning activities make it similar to scientists' scientific inquiry activities, but strictly speaking, students' inquiry learning activities are not scientists' scientific inquiry activities, but a learning activity under the guidance of teachers. Therefore, when we talk about students' research-based learning activities, we often mention four "stresses": process, application, experience and full participation.
5. About "inquiry" teaching activities
(1) the proposition of inquiry learning
Inquiry learning is put forward to meet the requirements of the times and social development under the background of comprehensively promoting quality education and deepening the reform of education and teaching. In the Curriculum Plan of Full-time Ordinary Senior High School (Trial Revision) promulgated by the Ministry of Education on June 5438+ 10, 2000, research-based learning, as a part of comprehensive practical activities, constitutes a "comprehensive practical activity" together with social practice, community service and labor technology education, and is included as a compulsory course in the Curriculum Plan of Full-time Ordinary Senior High School (Trial Revision). As a compulsory course, research-based learning is included in the normal teaching plan, which means that under the guidance of teachers, students independently choose and determine research topics from their own study life and social life, and conduct research on topics with rich contents and various forms.
(2) Explore the characteristics of teaching mode.
First of all, it is based on modern scientific theory and practice. Inquiry teaching mode is produced and developed in modern science education. Modern science education not only requires students to master basic scientific concepts and principles, but also requires students to master scientific skills and methods to form scientific attitudes and spirits. Therefore, on the basis of modern cognitive science, under the guidance of modern subjective education theory and lifelong education theory, science educators have created a teaching mode that enables students to realize the purpose of science education through inquiry process. With the gradual deepening of research, inquiry teaching mode has gradually rushed out of the territory of science teaching and started to play an important role in humanities teaching, which is inseparable from the foundation of modern scientific theory and practice.