Inquiry Teaching in Middle School Geography Class Listepdimensional Difficulties

1、inquiry teaching in middle school geography class li-step-dimensional difficultiesabstract: inquiry teaching special attention and development of cognitive ability of students to enable students to truly become the masters of learning has become the main body of teaching, truly reflects the quality

2、of education, innovation and education in principle, but in the implementation process was assumed step-dimensional difficulties. keywords: inquiry teaching and learning; geography classroom; evaluation system a new round of reforms in basic education curriculum to train students in the spirit of in

3、novation and practical ability, to promote the full development of every student to explore the teaching is one of the best and most effective teaching methods. one to explore the significance of teaching inquiry teaching mainly refers to the teacher to guide students through their own participation

4、 in a series of multiple forms of open inquiry learning activities, students acquire knowledge, apply knowledge, problem solving, capacity-building as an important teaching method. it emphasizes the students have learned the knowledge, skills, practical application rather than general memory, unders

5、tanding and grasp more emphasis on students to explore issues through participation in the experience, deepen awareness of the value of learning so that they are ideological, emotional will, spiritual realm and so on have been sublimated. geography education in science education and social science e

6、ducation as a bridge between the. geographical science literacy literacy both natural and human scientific literacy. each one comprehensively improve the scientific literacy of secondary school students is a secondary school geography curriculum reform, the core concept of geography, while the core

7、of science inquiry, scientific literacy among high school students can not be separated geographic inquiry teaching. geographic dissemination of knowledge is only one aspect of teaching geography, geography teaching geography teachers to guide students in exploring the relationship between the earth

8、 and human society is a process. geographic education and the international charter stresses to encourage students to use questioning or inquiry methods of learning. as the inquiry teaching and influence on the education of students with a wide range of value, should permeate the teaching of student

9、s in all disciplines and all activities. second, inquiry teaching to inject new vitality into geography teaching geography disciplines regional and integrated features of the students is a practical, practical, strong subject. but for various reasons, especially because of geography teaching and lon

10、g-term effects by the examination-oriented education, mainly to take indoctrination - to accept type of teaching methods, students rarely have the opportunity to practice and exploration, enabling students to learn geography became purely academic passive acceptance, memory, and conclusion of the pr

11、ocess of geographic knowledge. this learning approach for students to learn geography suppressed enthusiasm, initiative and innovative spirit of students and geographical practical abilities. therefore, lost no time to explore the introduction of the daily teaching geography teaching in secondary sc

12、hools, especially in classroom teaching, pay attention to guide students through active inquiry, to solve some open geography, students found that the geographical issues as well as the ability to obtain the application of knowledge, giving the secondary school geography teaching reform has brought

13、new vitality. however, in the geography classroom teaching practice and to explore the teaching has not really into the classroom, teachers were hard to teach, students learn tired of the situation still exists. given this situation, we have to ponder a question: what is bound to explore the process

14、 of teaching? the reason why this phenomenon occurs, both teachers in their own subjective factors, there are some objective reasons. third, the impact of factors carried out to explore teaching (a) subjective factors 1. geography teachers to understand the concept of inquiry teaching is not in plac

15、e. in our country, many teachers teaching not pay enough attention to the inquiry, that as long as students learn more in a short time the books of knowledge, regardless of how the teaching is possible; that the value of inquiry teaching is to enable students through more than acceptance of teaching

16、 a better way to master knowledge, no one can understand the inquiry teaching has access to knowledge than the richer meaning. inquiry teaching itself as more time-consuming and difficult in a short time to see the improvement of scientific literacy of students, teachers do not have enough patience

17、to wait for the students to grow, over time lost their enthusiasm for teaching inquiry. in addition, the education administrative departments and schools at all levels of training of teachers more than some expert seminar type of teacher education only from a macro point of view to understand some o

18、f the concept of inquiry teaching, the meaning and the general characteristics, and their own from the teaching subject teaching practice there is a gap, resulting in many teachers hear the blood boiling, but a return to teaching practice and do not know how to apply. 2. teaching geography teachers

19、to explore the ability to control the poor. the implementation of teaching requires teachers to possess a high level of scientific literacy and inquiry teaching skills, such as education and scientific research capacity, the problem design capabilities, practice operational capabilities and the abil

20、ity to grasp the inquiry process. as the teaching ability of teachers to explore their own limits, making the process of inquiry teaching powerless. in practice, if the teachers have full inquiry teaching procedures, no one can pay attention to the growth of students in the full life; to students to

21、 explore the time, no one can give students in independent study space; advocated the students themselves to explore, but can not treat differences; enable students to try to explore, but not tolerant of students mistakes. explore the reality of teaching so that often only the surface form, no real

22、spirit. some teachers also explore the contents of the inappropriate choice of the issues raised difficult to grasp well in exploring the teaching of students are not fully reflect the subjectivity; mechanically inquiry process; too much emphasis on process, ignoring the integrity of subject knowled

23、ge and so on. reposted elsewhere in the paper for free download http:/ (b) the objective reasons for 1. geography teaching literature to explore the lack of discipline. although our country is also a large number of the relevant inquiry teaching books and papers there. however, they are too theoreti

24、cal, teachers prefer to explore the direct combination of disciplines, teaching models, case studies and instructional videos are very few teachers, it is difficult to explore a number of macroeconomic teaching abstract concepts and practical combination of classroom teaching, which is teachers can

25、not relax the hands and feet tied a major factor. 2. evaluation system lag. since the introduction of inquiry teaching of basic education since the evaluation has not been well solved. many teachers also understand the advantages of inquiry teaching and their students the importance of innovative ca

26、pacity. in practice, teaching, although in the exam, college entrance examination proposition is also a step by step toward the idea of close, but in method of operation is lagging behind. educational administrative departments did not develop a feasible evaluation system, many schools still follow

27、the original evaluation mechanisms to evaluate teachers. therefore, teachers are forced to the examination, evaluation of performance, and so the pressure of college entrance examination, but more inclined to use traditional methods of teaching. 3. school teaching conditions. teachers in inquiry-typ

28、e teaching experiments often used throughout the teaching process. in the central and western regions, or in some remote mountainous areas, schools, students explore the experiment is difficult to afford even the demonstration experiment of the required instruments, equipment and medicines. on the o

29、ther hand, rural school teachers to go out exchanges, training needs funding, schools unable to meet the teachers for inquiry teaching philosophy and teaching ability of the master, has become passive of water. inquiry teaching for basic education curriculum reform is of great significance and value

30、. to ensure the smooth implementation of inquiry teaching, teachers have a long way to go front-line responsibility, but also a severe challenge. effects of inquiry teaching objective reasons, as the front-line teachers are beyond their grasp. however, in specific classroom teaching geography teache

31、rs should be paid to the introduction of inquiry teaching, to do their own little humble. fourth, how to explore the introduction of secondary schools teaching geography classroom teaching first, the idea is the precursor of action. armed with a new philosophy of education was secondary school geogr

32、aphy teachers in general, so their own education ideas with the progress of the times, education, the development of theory and practice of continuous improvement, which is exploring the introduction of secondary schools teaching geography classroom teaching. geography teachers should strive to prom

33、ote their own ideas about education reform, and new educational ideas into concrete action. learning multi-disciplinary knowledge and to update their own knowledge structure, to improve their overall literacy, particularly in literacy and guide students to engage in scientific research and inquiry l

34、earning, professional competence, to his new role, not just satisfied with doing a spread of geographic knowledge persons; should be learning geography researchers, developers, mentors and collaborators. second, the inquiry into classroom teaching, but also a clear teaching of geography in secondary

35、 schools teaching in the classroom implementation of inquiry approaches and design requirements. based on secondary school geography teaching content and form to explore the differences can be divided into the classroom to explore extra-curricular or field inquiry, to explore issues and projects (ac

36、tivities) designed four categories. inquiry into the teaching of middle school geography class teaching belong to explore the classroom. exploring the issue of teaching content is presented in the main form. geography classroom inquiry teaching is not mysterious, still need to rely on the correspond

37、ing geography curricula carrier, through questions, discussions, presentations, etc. we are familiar with ways to complete, but these activities are designed to put forward new demands, to give a new connotations. first, the setup of the problem should be selected some valuable, students interested in the easy-to promote the students creative, there are controversial top