Inquiry Learning in History Teaching Application-毕业论文翻译.docVIP

Inquiry Learning in History Teaching Application 1, virtual historical scenarios. To emotional experience. To stimulate interest in exploring Research-based approach to learning their own characteristics and requirements, are concerned with the learning process and students are in the process of experience and insights, so students not only acquire knowledge, but more importantly is the master of the acquisition of knowledge, using knowledge, methods, and In practice, you can experience feelings of studying history is fun. In the past we talking about a certain period in ancient China’s economic development, they often teach the teacher mainly from agriculture, handicrafts, commercial or population, the city’s prosperity aspects presented to the students, very few students through their own activities and practices to access to knowledge, have been developed, passive acceptance of students learning, classroom climate boring. In looking at the introduction of classroom teaching, I am teaching “Economic development and focus of the southward”, the students had a history of the virtual scene: “Now let us through a time tunnel, came to the Song Dynasty, and we first went to look at the Song of agriculture and handicrafts situation, and then ask you to think about what you intend to engage in industry, and why? requested from the historical basis for the book to find out. “Then the students visit the text first, and then carry out role-play, to emotional experience, the following is a statement of students: Health 1: I want to engage in ceramics manufacturing, because it was China known as the “porcelain of the country”, porcelain, beautifully produced a worldwide bestseller. Porcelain can be engaged in fortune. Teachers: Are you engaged in was not the system Porcelain, you are porcelain business. Of course, thanks to well-developed domestic achievements Porcelain your dream of getting rich. Health 2: I want to be a farmer. Because the Song of agricul