In the inquiry-based teaching model, which link or two links are the most important? Tell us why.

The inquiry teaching model usually includes the following five teaching links.

(1) Create situations

Inquiry-based teaching always revolves around a certain knowledge point in the course. Different from problem-based learning, this knowledge point is not selected from real problems in social life, nor is it generated by students' free choice, but is determined by teachers based on the requirements of teaching objectives and the progress of teaching. Once the teaching starting point or learning object is determined, teachers must use appropriate teaching methods to create learning situations related to this learning object through questions, tasks and other forms, and guide students to enter the learning of target knowledge points.

(2) Inspiring thinking

After the learning object is determined, in order to make inquiry-based learning effective, it is necessary to propose some inspiring and arousing ideas to the whole class before inquiry. Think deeply about questions that are closely related to the current learning object, so that the whole class can explore with these questions. This link is crucial. Whether the questions raised are inspiring and can cause students to think deeply is the key to whether inquiry learning can achieve results and even success. Such questions should be asked by teachers.

(3) Independent (or group) inquiry

The inquiry-based teaching model adopts the learning method of "autonomy, inquiry, and cooperation", so it places special emphasis on students' autonomy in the teaching process. learning and independent inquiry, as well as group cooperative learning activities implemented on this basis. The teaching objectives of a lesson are mainly accomplished by students' individual independent inquiry and the cooperative learning activities of the learning group. Therefore, this link has become a key teaching link in the inquiry-based teaching model. During the implementation process, the relationship between teachers, students, and information technology must be properly handled. Teachers play the role of guidance and support, students should give full play to their initiative and enthusiasm for learning, and information technology should become a cognitive tool for students to explore. In different disciplines, the cognitive tools used vary. Humanities subjects can often achieve the purpose of promoting students' independent inquiry by allowing students to search for information on the Internet. These materials can serve as cognitive tools; while in mathematics and physics subjects, software that can serve as cognitive tools can be used, such as simulated physics. , chemistry laboratory, middle school physics drawing tools, etc.

(4) Collaboration and communication.

This link is closely connected with the previous independent exploration link. Only after students have conducted serious independent exploration and active thinking can they enter the stage of high-quality collaborative communication. In other words, collaborative communication must be based on independent inquiry to provide students with a platform for exchange of ideas, collision of opinions, and sharing of results. Teachers should play the role of organization, coordination and guidance in this process.

(5) Summary and improvement

Teachers guide students to answer and summarize questions, analyze and summarize learning results, and connect them with reality to deepen, transfer and transfer current knowledge points. improve.

The inquiry-based teaching model can not only achieve a deeper understanding and mastery of knowledge and skills, but is also conducive to the formation and development of innovative thinking and innovative abilities, that is, it is conducive to the cultivation of innovative talents. In this process, the key to achieving success is whether students' dominant position in the learning process can be fully reflected. At the same time, teachers' guidance, help and support are also needed. In other words, the successful implementation of the inquiry-based teaching model involves two aspects - it must fully reflect the students' dominant position in the learning process, and it must also pay attention to the teacher's leading role in the teaching process. Without any one of them, inquiry learning cannot be effective. It can be seen that "the combination of dominance and subject" is the basic feature of this teaching model.

In the information-based teaching environment, there are two common manifestations of the inquiry teaching model: the inquiry teaching model of establishing a special website and the network-based inquiry teaching model.

"Activity-based teaching content and content-based teaching activities" build a platform for students to learn independently and learn to learn.

Reason: In classroom teaching, the teacher breaks down the knowledge layer by layer from macro to micro according to the content of the textbook, summarizes the knowledge that students need to master into questions of different degrees of difficulty, and then guides students Purposefully read the teaching materials, discuss in groups, and conduct cooperative explorations. Finally, students of different levels are asked to summarize and answer questions of different difficulty, and the teacher makes comments.

This approach implements the "people-oriented" view of students and the "democratic cooperation" teaching view, builds a platform for students to learn independently, and is conducive to the cultivation of abilities.