What is inquiry learning? There are many opinions or writings. The author believes that the so-called research study is to create a situation or approach similar to scientific research in the teaching process, so that students can choose and determine research topics from their own study, life and social life under the guidance of teachers, and actively explore, discover and experience in a way similar to scientific research. At the same time, learn to collect, analyze and judge information to acquire knowledge, apply knowledge and solve problems, so as to enhance thinking and creativity and cultivate innovative spirit and practical ability.

The theoretical basis of research-based learning lies in comprehensively understanding and accurately grasping the correct view of education and talents, and establishing the great functional view that basic education should be responsible for improving the quality of the whole nation and the future of the country and the nation; Establish the concept of great talents that basic education should lay the foundation for all kinds of talents to stand out; To establish basic education, we must realize the great educational concept of the best combination of various educational elements. It embodies the educational ideological connotation of "taking students' development as the foundation, taking students' success as the goal, taking students' learning to learn as the center and cultivating students' innovative ability as the core". It can be said that "let every student progress" is the core value orientation of research-based learning. Students are always in the main position in the process of research-based learning, not only learning knowledge, but also exercising intuitive thinking ability and creative thinking ability, shaping self-confidence and self-esteem. In classroom teaching, textbooks are no longer absolutely correct and unquestionable "truth readers" in students' eyes. While accepting systematic knowledge, students can always study it with an exploratory eye, and even "criticize it" to deepen their unique understanding and innovative thinking about the content of the textbook. Teachers are no longer the absolute authority in the eyes of students. They are not only guides of students' learning, but also common explorers, collaborators and inventors. Students change from passive submissive thinking of accepting and storing knowledge to willing to imagine, dare to criticize, dare to ask questions, be original and dare to question. Research-based learning is embodied in extracurricular and off-campus time, which is to guide students to go out of the classroom, out of school, into life, into society, explore nature, society and life, and choose research topics, find information, investigate and study, explore experiments and write reports independently according to their interests, hobbies and specialties. It should be said that through research-based learning, students' comprehensive knowledge and ability have been improved, and students' practical ability and innovative ability have been cultivated, which makes up for the deficiency that traditional teaching mode emphasizes the imparting of subject knowledge but ignores the cultivation of ability.

Compared with the traditional learning mode, inquiry learning has its own characteristics.

The comprehensiveness and openness of the learning content. An important value of research-based learning lies in eliminating many disadvantages brought by teachers' teaching and students' learning in different disciplines. In the face of complex society, to solve research problems, we must have the ability to solve problems by using interdisciplinary comprehensive knowledge, which involves the comprehensive knowledge of humanities, social sciences and natural sciences. Research-based learning is to make students pay attention to social life through various inquiry methods, integrate teaching results with the characteristics of diversification and comprehensiveness of disciplines, effectively activate students' knowledge reserves and solve practical problems. At the same time, the content of inquiry learning has no fixed and unified curriculum content. Except for some ready-made contents provided by the school, most of the learning contents and problems come from events, phenomena and situations in the real society, which is open. Students can go to the society to find what they are interested in, and students can adapt to the future social life.

Participation and autonomy in the learning process. Inquiry learning can be carried out at different levels, providing students with different potentials with different levels of learning, and creating conditions for mobilizing the enthusiasm of all students to participate together. Inquiry learning needs the cooperation of Qi and Xin. From a practical point of view, students choose more forms of group learning in research-based learning, which is not only conducive to giving full play to their special skills, but also conducive to each student's sense of responsibility and cooperative spirit, and experiencing the happiness of individual and collective success. At the same time, research-based learning has changed students' passive learning methods in the past, created conditions for students to actively explore and try, better played the individual's creative potential, and truly became the master of learning. In research-based learning, the whole process, from the determination of topics, data collection and analysis, report writing and defense, and the arrangement and display of results, is operated by students themselves, which has great autonomy. It should be said that in research-based learning, teachers only play a guiding role, and they play more roles as guides, helpers and participants.

Creativity and diversity of academic performance. Research-based learning creates a relaxed environment for students to give full play to their innovative potential, and its learning achievement is mainly not the accumulation of knowledge, but the improvement of creative ability. Creativity is a comprehensive ability, an organic integration and promotion of knowledge, ability and personality, and a potential of human beings. It is not only a simple "teaching", but also a good atmosphere conducive to the cultivation of creativity. Research-based learning creates this kind of atmosphere for students, which helps students to play their innovative spirit and ability. At the same time, inquiry learning is closely related to the development of school-based curriculum. Schools can organize students to carry out various research-based learning activities according to the actual situation. The research topics chosen by urban schools and rural schools will be different, and the research focus of key middle schools and ordinary middle schools will be different. Due to the different degree of economic development, there will be differences in organization and implementation. All this means that research-based learning will "vary from school to school and from student to student", and it also means that it will bring the diversity of research-based learning results.

Pluralism and sociality of learning evaluation. Because of different values, educational purposes and educational ideas, people have different understanding and application of educational evaluation. It is not difficult to see that people's understanding of the purpose, standard and subject of educational evaluation is single, which is consistent with traditional educational values and concepts. According to the values and educational ideas of research-based learning, learning evaluation should be pluralistic and social, and pluralism is mainly manifested in the diversity of evaluation methods, standards and subjects. Students should be encouraged to actively and objectively evaluate their performance, and the evaluation guidance group composed of experts and teachers should give students necessary guidance and help, and can also conduct follow-up evaluation to avoid the out-of-control process of research-based learning. In terms of evaluation criteria, the flexible use of absolute bid evaluation is standard reference evaluation, which mainly evaluates whether the evaluated person meets the target requirements of research-based learning, tries to use intra-individual difference evaluation as much as possible, pays attention to the progress of students in the process of research-based learning, conforms to the reality of students' growth, and contributes to the cultivation of innovative ability. Careful use of relative evaluation and easy classification and selection of students are inconsistent with our purpose of carrying out research-based learning. In terms of evaluation conclusion, it is difficult to quantitatively evaluate the role of non-intellectual factors such as emotion and will in inquiry learning, so qualitative description should be combined with quantitative statistics. At the same time, it should be made clear that education is a career facing the future, and schools are training talents for the future, that is, training talents for social development. This kind of values is the core value of inquiry learning. "Learning society" holds that schools are the basis for students to receive lifelong education, and research-oriented learning for society and the future is an innovative learning. Through this kind of study, students can walk into nature and integrate into society.

In view of the particularity of inquiry learning, inquiry learning should be implemented under the unified organizational arrangement of the school. The whole learning process can be divided into three stages, namely, plan preparation-organization implementation-performance evaluation.

In the planning and preparation stage, the school can be divided into several groups according to the actual situation of students and select the person in charge. Students can choose a tutor according to their needs, discuss with the tutor to determine the research topic and formulate the implementation plan.

In the stage of organization and implementation, schools can adopt the practice of on-demand learning and on-demand implementation. Invite teachers to hold special lectures to introduce the concept, implementation process and methods of research-based learning. Students carry out the implementation under the guidance of teachers. After the implementation process, they jointly carry out research work, and team members jointly write research reports.

In the stage of achievement evaluation, the school can arrange for the achievements in the research process to be displayed in different grades, and arrange for the research papers to be read out by the student representatives, and the defense will be passed. Then a jury composed of teachers and student representatives can make an evaluation and commend the award. Conditional schools can compile research reports into a book.

When choosing a tutor, the school should pay attention to choosing a teacher with a wide range of knowledge and certain scientific research ability in order to get the recognition of students. When choosing topics and topics, we should pay attention to the fact that students choose them themselves, and they must not be replaced by teachers. Teachers only play a guiding role. The purpose of students' "free topic selection and independent inquiry" is that teachers only act as guides, collaborators and helpers in students' knowledge construction. We should boldly encourage students to put forward their own opinions and adopt different methods. At the same time, guide students to choose topics within their own research scope and make full use of their knowledge and experience to solve problems. Because the content of inquiry learning is not fixed, unified and interdisciplinary, it is not a specific subject course. So we should pay attention to the process evaluation when evaluating the results. It is important to evaluate how students do it and whether their ability has improved in the process of research-based learning. As long as the students' research methods are correct and the research process is well-founded, it is successful, and there is no need to evaluate whether the results will be of great value. As long as students' spirit of exploration, cooperation, social responsibility and research ability are cultivated and improved through research-based learning, the goal will certainly be achieved.

The implementation of research-based learning is a new thing, and it will be difficult to implement, but it is imperative to find ways to meet the difficulties.

(1) We should start with changing ideas. Leaders of education authorities at all levels and teachers and students in all schools should change the traditional concept of talent training and realize the importance of implementing research-based learning, especially from the perspective of national demand and sustainable development. It is recognized that research-based learning focuses on cultivating students' innovative spirit and practical ability. The implementation of inquiry learning is not only a matter for schools and education departments, but also a three-dimensional education model jointly constructed by schools, families and society. It is everyone's responsibility to carry out research-based learning.

(2) Further organize the research work of inquiry learning. There should be a set of scientific theories and an effective method system to implement research-based learning. Inquiry learning is a comprehensive social education policy, and it is a comprehensive reform with the inner connotation of reforming educational concepts, educational systems, educational contents, evaluation systems and examination systems. To ensure the full implementation of research-based learning, it is necessary to establish a suitable theory and method system.

(C) The implementation of research-based learning puts forward higher requirements for the quality of teachers. Judging from the current situation, the overall quality of teachers is still difficult to meet the requirements. If some teachers seem helpless in guiding students to carry out research-based learning, some teachers' practical ability is far less than that of students. All localities should organize teacher training, in which modern educational concepts, modern educational models and scientific research methods should be added as soon as possible.

(4) Schools should set up specialized institutions, and teaching and research departments at all levels should also set up specialized institutions to be responsible for management and evaluation. Schools should exchange and cooperate with each other to discuss and improve together. All localities and schools can focus on the pilot first, and then promote it. Conditional schools can choose individual classes to carry out experiments and promote them after gaining experience. We must not rush headlong into it at the beginning, which will lead to the situation getting out of control and affect the implementation of this new teaching mode.

(E) The implementation of inquiry learning is a thorough reform. The school is the main position, and government behavior, family education and social participation complement each other and are indispensable. As far as the government is concerned, it is necessary to strengthen leadership, increase investment and improve conditions; It is necessary to formulate corresponding evaluation standards; Establish a scientific examination system. Give moral and material support from parents and society to provide conditions for the full implementation of research-based learning. Of course, at present, grass-roots schools can't wait until the conditions are fully met, which will delay a generation. They should create their own conditions, broaden their own paths, enhance their inner vitality, and pave the way for the full implementation of research-based learning.