Inquiry Teaching in High School Geography-毕业论文翻译.docVIP

Inquiry Teaching in High School Geography In the whole education into the information age of today, teaching reform is still appears to be very slow, under the influence of the examination-oriented education, accustomed to the pursuit of a unified and standards. If students encounter problems, the first open book reflects the often seek answers, not the first to think for themselves, if their ideas conflict with the book or not, it is easy to give up their point of view. In addition, the students like according to a certain mode of thinking to think about issues, such as teaching, where students are often rigid mode of thinking is very detrimental to the cultivation of the students sense of innovation. Therefore, how to accelerate the pace of reform in classroom teaching, and comprehensively promote the process of educational modernization and build in order to “cultivate the spirit of innovation as the core” model of classroom lessons, creating a kind of “democracy and harmony for the true meaning of” teaching and learning environment is still before us in front of a pressing issue. The face of the actual needs of teaching reform, I think the use of inquiry teaching reform at the secondary geography classroom ideal one. 1 What is Inquiry classroom teaching? The so-called inquiry is to explore and research. Study is to explore knowledge, to seek truth and explore the source of this demand; study is a discussion question, The source and multi-seeking answers to resolve doubts. The so-called inquiry classroom teaching, the teaching process is the induction of teachers inspired, student independent learning and co-operation to discuss the premise in order to explore the basic elements of existing teaching materials to students around the world and in real life as a reference object, to provide students with adequate freedom of expression, questioning, inquiring, discussion opportunities for students through individual, group, collective, and other act