Inquiry learning embodies the leading role of teachers. Teachers give guidance, support and help to students' topic selection. Teachers instruct students to collect information when they encounter problems in other disciplines that teachers are not familiar with. Teachers give support and help to the technical problems encountered in the research. Inquiry learning has narrowed the distance between teachers and students. With the support of the school, students organize research study reports, achievement exhibitions and go out of school for off-campus exchanges and participation in social practice. Give students the opportunity to explore and practice themselves. Students who carry out research-based learning have improved their learning ability.
The basic goal of inquiry learning is to cultivate students' attitude of never being satisfied and pursuing Excellence, and to cultivate students' ability to find, ask and solve problems. Taking the design of various topics or projects, the design and production of works obtained by students from their study and social life as the basic learning carrier; Based on the scientific research methods, rich and diverse experiences and scientific and cultural knowledge obtained in the whole process of raising and solving problems; The basic teaching form of the course is that under the guidance of teachers, students independently adopt research-based learning to carry out research. Research-based learning is a part of comprehensive practical activities in the Curriculum Plan for Full-time Ordinary Senior Middle Schools (Revised Draft for Trial Implementation) promulgated by the Ministry of Education on June 5438+ 10, 2000. It refers to the activities that students choose and determine research topics from their own study life and social life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems. Research-based learning, social practice, community service and labor technology education * * * constitute "comprehensive practical activities", which are listed as compulsory courses in the Curriculum Plan for Full-time Ordinary Senior Middle Schools (Trial Revision). Inquiry learning is different from comprehensive courses. Although the knowledge involved in many cases is comprehensive, it is not a comprehensive course of several disciplines, nor is it equivalent to an activity class. Although it is a student's independent activity, it is not a general activity, but a research activity based on scientific research. It is different from the problem course, although it is also based on problems, but it is not receptive learning, but a course with research-based learning as the main learning method. Inquiry learning is a practical educational and teaching activity, which is different from the existing subject teaching. Inquiry learning is no longer limited to imparting pure book knowledge to students, but to let students participate in practical activities, learn to learn in practice and acquire various abilities. Of course, the meaning of "practice" here not only refers to social investigation and data collection, but also includes a series of processes such as selecting topics, making research plans, consulting experts and scholars in universities and scientific research institutions, and writing research reports. Inquiry learning emphasizes the connection and application of knowledge, which is different from previous interest groups and Olympic training. It is not only the comprehensive application of knowledge in a certain discipline, but also the mastery of knowledge in various disciplines. For example, the design of water-saving sanitary ware requires at least knowledge of mathematics and physics. Through research study, students not only know how to use what they have learned, but also naturally establish a certain relationship between what they have learned. And in order to solve problems, students will actively learn new knowledge. Research-based learning can fully arouse students' interest and enthusiasm in learning. The word "research" itself is challenging, and the topics that students choose are often the ones they are most interested in at ordinary times, so as to fully mobilize their learning enthusiasm. Of course, high school belongs to the stage of basic education, and there are essential differences in connotation and requirements between research-based learning in high school and "research" in universities and scientific research institutions. It is still a kind of learning, just "like a scientist" learning. In form, it is research, in essence, learning, and comprehensive learning.