Definition
Inquirylearning,namelyHands-onInquiryBasedLearning(HIBL),isalearningconcept,method,andmodeladvocatedbythenewcurriculum.InquirylearningcanenablestudentsActivelyacquireknowledgefrominquiry,applyknowledge,andsolveproblems.Butnotallproblemsaresuitablefortheinquirylearningmodel.Weshouldchoosewhethertousetheinquirylearningmethodaccordingtothestudents'cognitivefoundation,inordertoachievetherealinquiry.
Inquirylearningmeansthatstudentsacquirescientificknowledgeinawaysimilartoscientists'scientificinquiryactivities,andintheprocess,learnscientificmethodsandskills,scientificthinkingmethods,andformscientificviewpointsandscientificspirit.Inquirylearningisafundamentalchangeinthewaystudentslearn.Fromthepast,studentsmainlylistenedtotheteacher'steaching,andthewaytheystartedtolearnfromtheconceptsandlawsofthesubjecthasbecomeawayforstudentstodiscoverconceptsandlawsthroughvariousfacts.Thecenterofthislearningmethodistheinquiryactivityfortheproblem.Whenstudentsfacevariousproblemsthatpuzzlethem,theyhavetomakeallkindsofguesses,findtheanswerstotheproblems,andsolvetheproblems.Carryoutreasoning,analysis,findoutthedirectiontosolvetheproblem,andthencollectfactsthroughobservationandexperiment.Youcanalsoobtainsecond-handinformationthroughothermethods(suchasconsultingliterature,retrieval,etc.).Comparisonandstatisticalanalysisformanexplanationoftheproblem.Finally,throughdiscussionsandexchanges,furtherclarificationoffacts,discoveryofnewproblems,andmorein-depthresearchontheproblems.
Asawayoflearning,inquirylearningisdifferentfromtheinquiryactivitiesofscientists.Themaindifferencefromthescientist’sinquiryprocessisthattheinquirylearningmustsatisfythestudents'basicknowledgeofthesubjectandthestructureofthesubjectinashortperiodoftime.Therefore,thisprocesshastobesimplifiedinmanycases.Forexample,thelinkofaskingquestions,Inmostteachingactivities,questionsareraisedbyteachersorbyteachingmaterials.Inthelinkofobtainingfacts,teachersandtextbooksoftendeterminetheresearchmethods,procedures,materialsused,etc.,sothatthelinkofstudentsdesigningexperimentsisomitted.Ininquirylearning,studentsshouldalsobeprovidedwithopportunitiestoconductcompletescientificinquiryactivities.Althoughsuchactivitiestakemoretime,itisverynecessaryforstudentstoexperiencetheprocessofscientist'sinquiry.
Theultimategoalofinquirylearningistoenablestudentstomasterthemethodsofscientificresearch.Iftheydonotpersonallyparticipateintheinquiry,studentswillnotbeabletounderstandthedifficultiesofscientificinquiry,andtheywillnotbeabletoappreciatethevariouspossibilitiesthatscientistsmayencounterinscientificresearch.Problems,andhowscientiststrytosolvethemoneafteranother.Participatingininquirycanhelpstudentsunderstandthenatureofscience.
Features
Initiative
Exploratorylearningtakesstudentsasthemainbodyofactivitiesintheteachingprocess,basedonstudents’learning,takingstudents’mainactivitiesasCentertostarttheteachingprocess.Intheprocessofactivelyparticipatinginteachingactivities,studentsarebasedontheirownexperienceandknowledge.Afteractiveexplorationanddiscovery,personalexperienceandpractice,theyincorporateknowledgeintotheirowncognitivestructureintheirownway,andtrytousethem.Thelearnedknowledgesolvesnewproblems.Theteacherisjustanorganizer,instructorandparticipantinthisprocess.Theinquirylearningmethodisconducivetotheformationanddevelopmentofstudents'subjectiveconsciousnessandsubjectability,isconducivetoshapingstudents'independentpersonalityquality,andisconducivetocultivatingstudents'initiative.
Practical
Inquirylearningisbasedonstudents’mainpracticalactivitiesasthemainlinetostarttheteachingprocess.Withthehelpofcertainmeans,studentsuseavarietyofsenses,throughtheirownmainactivities,inmiddleschool,sothatstudents'practicalactivitiesrunthroughthelearningactivities.Inquirylearningespeciallyemphasizesexternalpracticalactivitiessuchasstudents’perception,operationandlanguage,andemphasizestheblendingandunificationofstudents’directexperienceandindirectexperience,sothatcognitiveactivitiesarebasedonpracticalactivities,andthepracticalactivitiesofthelearningsubjectareused.Promotethedevelopmentoflearners.
Procedural
Inquirylearningpursuestheharmonyandunityoflearningprocessandlearningresult,acceptinglearningpaysmoreattentiontotheresultoflearning,andinquirylearningpaysmoreattentiontotheprocessoflearning.Inquirylearningpaysgreatattentiontothepotentialeducationalfactorsinthelearningprocess.Itemphasizesthatstudentsshouldexperienceacompleteprocessofknowledgediscovery,formation,applicationanddevelopmentasmuchaspossible.Letstudentsdiscoverandsolveproblemslikescientistsasmuchaspossible,experienceacompletescientificresearchprocess,andexperiencethecreativeprocessofdiscoveringandrecreatingknowledge.
Openness
Thegoalofinquirylearningisveryflexible,andthereisnospecificrequirementandlevelasclearastheknowledgegoal.Inquirylearningisopenincontentandopenintherequirementsofinquiryresults.Inquirylearningbreaksthetraditionalteachingmodeundertheunifiedregulations,andprovidesstudentswithalearningenvironmentthatisboldandinnovativeandrealizesself-transcendence.Intheprocessofinquiryandlearning,studentscanboldlydoubt,askquestions,exploresolutionstoproblems,analyzedifferentresults,andcultivateinnovativeconsciousnessandcreativeability.
Implementationstrategy
Basicmodel
Therearemanycurriculumimplementationmodelsforinquirylearning,amongwhicharethe"learningbydoing"learningmodelandthecontextualexplorationlearningmodel..
(1)"Learningbydoing"learningmode
"Hands-onInquiryBasedLearning"isamodeofimplementingscienceeducation.ItscharacteristicisthatteacherspassSetupappropriateactivitiesandtaskstoenablestudentstoimmersethemselvesinrealsituations,learnknowledge,masterscientificthinkingmethods,andcultivateapositiveattitudetowardsscienceinthehands-onpractice.
"Learningbydoing"emphasizeslearningsciencebydoingscience.Thebasicprocedureofthismodelis:askquestions-dohands-onexperiments-observerecords-explainanddiscuss-drawconclusions-expressstatements.Inthisprocess,studentslearnbyparticipatinginactivitiesinperson,theyconductexperimentsbythemselves,anddiscussinordertounderstandwhattheexperimentbrings.Teacherscanmakesuggestionsbasedonstudents'questionsorcertainsituationsofexperiments.IntheUnitedStates,mostoftheactivitiesandcoursesofhighschoolbydoingareintegratedintospecificsubjects.Theseactivitiesofdoinghighschoolprovidestudentswithdiversifiedlearningmethods,enablingstudentstolearnknowledgethroughhands-onactivitiesintherealworld.IntheFrench"PrimarySchoolScienceTeachingHands-onActivityGuide",themainpointsoftheimplementationofthe"learningbydoing"modelarealsolisted.
(2)Situationalexplorationlearningmodel
Thecoreideasofthesituationalexplorationlearningmodelhavetwopoints:(1)SetupdifferenttypesoflearnerssuitablefortheirknowledgelevelandpsychologicalcharacteristicsSpecificsituations,guidethemtoactivelyexplore,andindependentlyselectappropriatecounselingcontentandcounselingmethodsduringtheexplorationprocess;(2)Throughexplorationinaseriesofwell-designedsituations,learnersnotonlyacquirebasicknowledgeandbasicskills,Andmastereffectivelearningmethods,developinnovativeconsciousnessandpracticalability.Byorganicallycombiningavarietyofdifferentsituationsandcorrespondingexplorationactivities,diversifiedsituationalexplorationandlearningcanberealized.Itcangivefullplaytostudents’learninginitiativeandcreativity,enablestudentstoacquireknowledgeindependently,anddevelopproblem-solvingandlearningabilitieswhileacquiringknowledge;itcaneffectivelychangethetraditionalteachingmodelof"teacherspeakingandstudentslistening",Sothatteachersfrom"knowledgeimparter"to"knowledgeexplorationinstructor".
BasicStrategies
Educatorshavesummarizedsomebasicstrategiesforcarryingoutinquirylearningfrompractice:(1)Strivetoshowthescientist’sinquiryprocessandsubtlyguidestudentstomastertheinquiryBasicmethod
Combinedwithrelevanteducationalcontent,emphasizestheprocessofknowledgegeneration,analyzesthenormativeprocessofscientificinquiryintime,excavatestheelementsofinquiry,andguidesstudentstocarryoutinquiryactivitiessubtly,sothatstudentscanmastertheprocessofinquiryThebasicmethodofinquiry.
(2)Createacontextofscientificinquiry,letstudentsparticipateintheprocessofinquiry
Createacontextofscientificinquiry,letstudentsdiscoverandaskquestions.Theinquiryisquestion-oriented,andthequestionisraisedfromcarefulobservation.Studentscanobserverandomlyoutsideofclassorobservethebackgroundmaterialsprovidedbytheteacher.Thebackgroundmaterialsprovidedbyteachersoftenhavedirectivityandthepossibilityofinquiry.Iftheycanarousestudents'cognitivepsychologicalconflicts,theycanalsoinducestudentstofindandaskquestions,stimulatecuriosity,andenhancelearningmotivation.
Elaboratelydesignteachingprocedurestoallowallstudentstoparticipateintheprocessofinquiry.Asthemainbodyoftheinquiryprocess,students'subjectivityrunsthroughtheentireinquiryprocessofdiscoveringandaskingquestions,proposinghypothesesandexpectedresults,experimentalverificationorfalsification,interpretingdataandcommunicatingresults;itisreflectedintheactiveparticipationintheformationofconceptsandtheestablishmentofprinciplesThewholeprocessofknowledgegenerationsuchasproblemsolvingandknowledgestructureconstruction.Themainprocessofinquirymustclearlyreflectthemainthreadofscientificmethod.
(3)Carefullyconceive,andtaketheimprovementofthinkingqualityasthetoppriority
Thethinkingqualityintheprocessofinquirylearningisextremelyimportant.Whenguidingtheinquiryprocess,itisnecessarytocarryouttargetedcultivationofdifferentlevelsofthinkingqualityforeachprocessofinquiry.
Paycloseattentiontothelinkof"discoveringproblems"andhighlightthesharpnessofthinking.Theinquirystartswiththequestion.Theabilitytofindproblemsisrelatedtotheaccumulationofpersonalknowledge,andmoredependsonthesharpnessofthinking.Inordertoimprovestudents'acumenofthinking,inadditiontocreatingtheproblemsituationwhenintroducingtheinquiry,youcanalsousetheunexpectedphenomenonintheinquiryprocesstoanalyzethecauseandrepeattheexperimenttoverify,orusethecontentinvolvedinthetexttosupplementsomeextracurricularknowledgewithoutlosingtheopportunity(Itisoftenanexampleinthehistoryofscience),sothatstudentsarecultivatedwithsharpthinking.Encouragevarioushypothesestocultivatecriticalandcreativethinking.Thedevelopmentofsciencestemsfromaskepticalattitude.Withoutthecriticalthinking,therewillbenoinnovation.Intheprocessofinquiry,studentsshouldbeencouragedandguidedtoexaminephenomenaandproblemsfrommultipleanglesandunderstandtheobjectiveworldinmultipledimensions,soasto"discover"newscientificlaws.Intheprocessofinquiry,thehypothesesputforwardbydifferentstudentsmaybedifferent,evenifitisaseeminglyabsurdhypothesis,aslongasthereisauniquereason,itshouldbeencouraged.
Guideexperimentaldesign,cultivatetheinspirationandcreativityofthinking.Inthelinkofexperimentaldesign,itismostnecessarytocultivatetheinspirationandcreativityofthinking.Theimprovementofexperimentaldesignabilitycannotbeachievedovernight,itshouldbedonestepbystep.Relyingonthestudentexperimentinthetextbook,analyzingthebasicprocessofexperimentdesignisinspiringtothethinkingprocessofstudents.
Emphasisonusingthegeneralityofthinkingtosummarizethelaws.Intheprocessofinquirylearning,teachersshouldtrytheirbesttoprovidedifferentexperimentalmaterialssothatstudentscansummarizethelawsfromonetoanother,fromspecialtogeneral.
Payattentiontoproblems
Whencarryingoutinquirylearningintheteachingprocess,thefollowingpointsshouldbenoted[7]:
(1)AllsubjectsInquirylearningcanbecarriedout.
Inquirylearningisalearningmethodthatemphasizesstudents'activeparticipationinit,andshouldbestronglypromotedinallsubjects.Notonlyinelementaryschoolscienceandmiddleschoolscience(physics,chemistry,biology)subjects,butalsointhestudyofChinese,mathematics,English,history,geography,andart(music,finearts),aninquiry-basedlearningmethodshouldbeadvocated.Inquirylearningisacommonsubjectintheteachingandresearchofvarioussubjects.
(2)Differentacademicstageshavedifferentrequirementsforthelevelofinquiry.
Inthisregard,theresearchinthefieldofscientificinquiryhasbeenrelativelyin-depth,suchas:①Primaryschool
Basedonthemanipulationandmeasurementofobjects,theinspectionandqualitativedescriptionofobjectsandtheirproperties(thepropertiesofobjects,thechangesinthesepropertiesovertime,andthechangesthatoccurwhensubstancesinteract),engageingroupingandclassificationactivities,andthinkabouttheseobjectsThecommonalitiesanddifferences,aswellastheobservationandtrackingofnaturalphenomena.Astheygrowolder,studentscandesignandcompletesimpleexperimentstoexplorescientificproblems.Bythefourthgrade,manystudentscanalreadyaccepttheconceptofscientificexperiments.Studentsshouldlearntousesimpleequipmentandtools(suchasrulers,thermometers,clocks,balances,springbalances,magnifyingglasses,etc.)tocollectdata,andlearntoreportandcommunicateresearchprocessesandresearchresultsverbally,graphicallyorinwriting.
Thefocusofelementaryschoolistocultivatetheabilitytoobserve,describe,andexplainbasedonobservationresults.Youngchildrenshouldbeencouragedtotalkaboutanddrawpicturesofwhattheysee,hear,andthink.Olderstudentsshouldlearntokeepdiaries,useinstrumentsandrecordtheirobservationsandmeasurements.Forelementaryschoolstudents,theexperienceofscientificinquiryandthethinkingofhypothesesshouldbeemphasized,andtheuseofscientificterminology,scientificconclusionsandinformationmemoryshouldnotbeoveremphasized.
②Juniorhighschoolstage
Therequirementsforjuniorhighschoolstudentshaveincreased.Forexample,inadditiontolearningsystematicobservations,studentsshouldalsobeabletomakeprecisemeasurements(quantitativedescriptions)anddetermineAndcontrolvariables.Studentsshouldalsolearntousecomputerstoquery,retrieve,collect,store,organize,summarize,display,andinterpretdata,andpredictandbuildmodelsonthisbasis.Theyshouldalsolearntoestablisharelationshipbetweenevidenceandinterpretationthroughcriticalandlogicalthinking.relation.Atthesametime,studentsshouldalsolearntoapplymathematicstoallaspectsofscientificinquiry,andrealizethatproblemsofdifferentnaturerequiredifferentscientificinquiry.
③Highschoolstage
Forhighschoolstudents,theyarerequiredtoclarifytheproblem,method,controlgroup,variableselectionandcontrol(suchasidentifyingvariablesthathavenoimpact,Variables,variablesthathaveanegativeimpactontheresults),experimentalerrors,requirethemtothinkandexplaintheconceptsandtheoreticalframeworksthatguidescientificinquiry.Theinquiryactivitiesofhighschoolstudentsshouldfinallyconstructanexplanationplanoramodel(themodelcanbeaphysicalmodel,aconceptualmodeloramathematicalmodel).Sincehighschoolstudentsunderstandmorescientificconceptsandprocesses,theyarerequiredtoexplainmoreExquisite.
(3)Combineinquirylearningwithmoderntechnologies(suchasmultimediaandtheInternet).
PlacesandschoolswhereconditionspermitcanusemoderntechnologiessuchasmultimediaandtheInternetinseveralwayswhenguidingstudentstoconductresearch.Ontheonehand,studentscansearchforinformationandmaterialsfromtheInternetfortheirowninquiryservices;ontheotherhand,studentscanusecertaincomputersoftwaretoprocessdata.Secondly,"Internet-basedinquirylearning"hasappearedinmanywebsitesinourcountry.StudentscanregisterontheInternet,selectinquirytopics,applyforinstructors,andrecordtheirprogressthroughtheInternetatanytimeduringtheinquiryprocess.Theinstructorarrangedonthewebsitealwaysinquiresandguidesstudents'explorationplansandactions.
(4)Theevaluationofinquirylearningshouldbebasedonformativeevaluation.
Theevaluationofinquirylearningaimstopromotethecontinuousdevelopmentandimprovementofstudents'inquirylevelthroughevaluation.Fromthepointofviewofevaluationmethods,itisoftendifficulttoevaluatestudents’inquiryqualitythroughpaper-penciltests,becausethelevelofinquiryqualitycannotbeshowninpaper-penciltests.Therefore,itisadvisabletousetheportfoliomethodtoevaluate,ortodirectlygivestudentsaninquirytask,andevaluatethembasedontheiractualperformance.
Fromthepointofviewofthecontentoftheevaluation,theemphasisshouldbeonthestudents’understandingoftheprocessandmethodsoftheinquiry,thegraspoftheessenceoftheinquiry,andnotwhethertheconclusionoftheinquiryisreachedorwhethertheconclusioniscorrect.Astheonlyormostimportantevaluationindex.
Theroleoftheteacher
Intheprocessofimplementinginquirylearning,themainroleofstudentsisemphasized,andtheguidingroleofteachersisalsoemphasized.Theorganizationalandguidingroleofteachersisembodiedinthefollowingthreeaspects.
Guidingstudentstochoosetopics
Thecontentofexploratorytopicsisextensive,andtheformsoftopicsarevarious.Teachersshouldadapttolocalconditions,exploreresourcesthroughmultiplechannels,andextendthetopicoutsidetheclassroomteachinginatimelymannertotouchallaspectsofstudentlearningandlife.Intheprocessofspecifictopicselection,theprincipleofinterestshouldbeadheredto,andattentionshouldbepaidtocombiningtheuseofliteratureandtheuseof"live"materialsinreallife.Itisnecessarytoguidestudentstopayfullattentiontothelocalnaturalenvironment,humanisticenvironmentandlivingenvironment,anddiscovertheproblemsthatneedtobeexploredandsolved.Inspirestudentstoselectresearchtopicsbasedontheirowninterests,hobbiesandsocialhotspots,andproceedfromthedevelopmentdirectionofmodernscienceandtechnologytopaycloseattentiontotheconnectionbetweenthelatestscientificandtechnologicalachievementsandindustrialandagriculturalproductionanddailylife.
Guidestudentstocarryoutactivities
Oncethetopicselectionisestablished,studentscanfreelyformagroupof3to5peopleaccordingtotheirrespectivetopicsandcommoninterests.Cooperativeinquirygroup.Beforethebeginningoftheinquiryactivity,studentsshouldbeinstructedtomakevariouspreparations,suchasoptimizingthetopicform,collectingrelevantinformation,andmakingotherguaranteepreparations.Teachersmustguidewhethertheexplorationplanisfeasibleandwhetheritcanguaranteetherigorousscientificnature.Teachersshouldalsointroducesomesuitablereferencebooks,necessaryexplorationsitesandmaterialstostudents.Intheinquiryactivities,inquiringdata,hands-onexperiments,socialsurveys,marketanalysis,etc.shouldbecompletedbythestudentsthemselves,andteachersshouldprovideappropriateguidance.Intheexploratoryactivities,itisnecessarytoguidestudentstocombinethetheoreticalknowledgetheyhavelearnedwithobjectivereality;ontheotherhand,theymustalsolearntouseimagination,association,deduction,induction,andanalogytodiscoverobjectiveandpracticalproblems,anduseanalysis,Comprehensivemethodstoexploreandsolveproblems.
Intheprocessofimplementinginquirylearning,teachersshouldregardstudentsasthemainbodyoflearninginquiryandproblem-solving,andpayattentiontochangingtheirownguidancemethods.Itisnecessarytopromptlyunderstandthedifficultiesencounteredbystudentsincarryingoutinquiryactivitiesandtheirneeds,andprovidetargetedguidance.Teachersshouldbecomethehubofstudentresearchinformationexchange,theorganizerandadviserofexchange.Inthisprocess,weshouldpayattentiontoobservethedevelopmentofeachstudent'sabilityandpersonality,andgivetimelyguidanceandhelp.Teachersshouldnotleadstudents'inquirytoexistingconclusions,butprovideinformation,inspireideas,supplementknowledge,introducemethodsandclues,andguidestudentstoquestion,exploreandinnovate.
Theteachershouldguidethestudentstowritearesearchdiary,recordtheresearchsituationinatimelymanner,andtrulyrecordpersonalexperience,soastoprovideabasisforfuturesummaryandevaluation.
Teachersmustalsoseekthecare,understandingandparticipationofparentsandrelevantpartiesinthesocietythroughavarietyofways,andworkwithstudentstodevelopeducationalresourcesinsideandoutsidetheschoolthatarevaluablefortheimplementationofinquirylearning,andtocarryoutinquiryforstudents.Learningprovidesgoodconditions.
Guidingtheorganization'sresultevaluation
Evaluationisanimportantlinkintheprocessofexploratorylearning,andattentionmustbepaidtothecontentandmethodsofevaluation.Wemustpayfullattentiontostudents'learningattitude,payattentiontothelearningprocessandmethods,payattentiontocommunicationandcooperation,andpayattentiontohands-onpractice.Inquirylearningemphasizesthelearningprocessofstudents,theapplicationofknowledgeandskills,andthefullparticipationofstudents.Therefore,studentsmustactivelyparticipateintheentireevaluationprocess,andpayattentiontostudents'self-evaluationandself-improvementinthelearningprocess,sothatevaluationbecomesaprocessforstudentstolearntopracticeandreflect,discoverthemselves,andappreciateothers;atthesametime,emphasizethemotivationalnatureofevaluation.,Encouragestudentstogiveplaytotheirpersonalstrengths,displaytheirtalents,andstrivetoformanatmospherethatencouragesstudentstobeaggressiveandinnovative.
1.Evaluationcontent
Theevaluationcontentofinquirylearningshouldincludeattitudes,emotions,skills,abilities,andresults.
Oneistheattitudeofparticipatinginexploratorylearningactivities.Itcanbejudgedbytheperformanceofstudentsintheactivityprocess,suchaswhethertheyareworkinghardtocompletetheirtasks;whethertheyactivelyparticipateandhaveasenseofresponsibility;whethertheyactivelycollaborateandwhethertheteammembersarecoordinated;whethertheyactivelyproposeexplorationideasandsuggestions,etc..
Thesecondistheexperiencegainedinexploratorylearningactivities.Thisismainlyreflectedbystudents’self-reports,groupdiscussionrecords,andactivitydevelopmentprocessrecords.
Thethirdisthemethodofinquiryandthemasteryofskills.Itisnecessarytoevaluatethelevelofstudents'masteryanduseofrelevantmethodsandskillsineachlinkofexploratorylearningactivities,suchasconsultingandscreeningdata,classifyingdataandstatisticalanalysis,usingnewtechnologies,andexpressingandcommunicatingresearchresults.
Fourthisthedevelopmentofstudents'innovativespiritandpracticalability.Itisnecessarytoexaminetheinquiryspiritandabilityofstudentsinthewholeprocessofdiscoveringandaskingquestions,analyzingproblemsandsolvingproblemsinaninquiryactivity.Itisalsonecessarytoevaluatetheirdevelopmentstatusthroughthecomparisonbeforeandaftertheactivityandthecomparisonofseveralactivities..
Fifthisthestudent'slearningresult.Theresultsofinquirylearningcomeinvariousforms.Itcanbearesearchpaper,aninvestigationreport,amodel,anexhibitionboard,akeynotespeech,anoralreport,aninquirynotebook,oranactivitydesignplan.Teachersneedtobeflexibleintheevaluationcriteria.
2.Evaluationmethodsandmethods
Theevaluationofexploratorylearningcanbeacombinationofteacherevaluationandstudentself-evaluationandmutualevaluation,groupevaluationandindividualevaluationwithinthegroup,andevaluationofwrittenmaterialsandstudentoralreports,Theevaluationofactivitiesandexhibitionsarecombined,andthequalitativeevaluationandquantitativeevaluationarecombined.Theevaluationindexshouldbewidebutnotnarrow,coarsebutnotfine,simplebutnotcomplicated.
Thecore
Thecoreisthatstudentsmustbeproblem-aware."Problemsarethestartingpointofscientificresearchandthekeytoanyscience.Withoutproblems,therewillbenoknowledge,ideas,andmethodstosolveproblems.Therefore,problemsarethelogicalpowerofknowledgeaccumulation,ideas,methods,anddevelopment,andgrowth.Theseedsofnewideas,newmethods,andnewknowledge."
Goals
Promotethedevelopmentofstudents’basicqualitieswiththeirowncharacteristicsthroughacertainperiodofresearchlearningThebasicstandardthatcanbeachieved.Itisapredictivereflectionoftheresultsthatpeoplewanttoachieveinresearchlearningbasedonthecountry'seducationalpolicy,schooltraininggoals,students'agecharacteristicsandcharacteristicsofresearchlearning.
Relatedinformation
Theresearchofmodernteachingtheorypointsoutthat,inessence,perceptionisnottherootcauseoflearning,buttherootcauseoflearningistheproblem.Becausethereisnoproblem,itisdifficulttoinduceandstimulatecuriosity;ifthereisnoproblem,theproblemisnotfelt,andstudentswillnotthinkdeeply,solearningcanonlystayonthesurface.Therefore,modernlearningmethodsparticularlyemphasizetheimportanceofproblemsinthelearningprocess.Throughthinkingabouttheproblem,itformsthemotivationandstartingpointoflearning,anditalsorunsthroughthebeginningandendofthelearningprocess.Therefore,wemustrealizethatthelearningprocessistheprocessofdiscovering,asking,analyzingandsolvingproblems.Inparticular,exploratorylearningshouldpaymoreattentiontotheformationandcultivationofproblemawareness.Problemawarenesswillstimulatestudents'strongthirstforknowledge,aswellasthescientificspiritofstudentswhodaretoexplore,createandpursuetruth.Withoutastrongproblemawareness,itisimpossibletomobilizestudents'"impulsiveness",stimulatestudents'activethoughts,anditisevenimpossibletodevelopstudents'differentthinkingandcreativethinking.Thepurposeofinquirylearningistocultivateastudent'sability,anabilitytofindproblemsinthenormalstate.Thatistocultivatestudents'abilitytofindproblemsindailylife.Learnintheprocessofdiscovering,exploring,andsolvingproblems.
Pointstonote
Firstofall,themainbodyofinquirylearningisstudents.Secondly,inquirylearningisinseparablefromteacherguidance.Third,inquirylearningstartsfromproblemsortasks.Fourth,inquirylearningmustfollowscientificresearchmethods.Inaddition,throughinquirylearning,studentscannotonlygainknowledge,butmoreimportantly,cultivatetheirinquiryandinnovationabilities,andincreasetheiremotionalexperience.InHands-onInquiryBasedLearning(HIBL),abilitytrainingismoreimportantthanknowledgeacquisition.ItispointedoutintheNationalScienceEducationStandardsthattheyaretwolearningoutcomesthatcomplementeachother.