Inquiry learning is an active learning process, which mainly refers to the learning way that students explore problems by themselves in science class.
Related reference materials:
/200503/ca66 1240.htm
As early as 1985, Lawrence Middle School in Long Island, USA began to offer "self-regulated courses" for seventh-grade students. Now, "research learning" is becoming an active and effective teaching strategy and means in American primary and secondary schools, of which two modes are the most common. They are project-based learning and problem-based learning.
The research-based learning course in France started its experiment in the second grade of junior high school in 1995- 1996, which is called "diversified approach". 1997- 1998 school year, some junior high schools in various school districts across the country offered such courses. Almost in sync with the junior high school curriculum, 1996, France began to offer the course of "Giving Full Play to Students' Creativity" (TIPE) in pre-university classes. 1998, the "National Senior High School Reform Conference" in Lyon decided for the first time to transplant the successful experience of TIPE course to the preparatory classes in senior high schools, which was called "Guiding Students' Personal Practical Activities" (TIPE) course.
1996, the Japanese Central Education Review Council published a consultation report entitled "China Education in the Prospect of 2 1 century", demanding to change various unhealthy educational tendencies and cultivate students' viability. On this basis, 1998 and 1999 issued consulting reports in 2002 respectively. In senior high school curriculum standards, comprehensive learning (research-based learning is called "comprehensive learning" in Japan, which started in 1950s and became very popular in primary and secondary schools in 1990s) has become the focus of attention in this curriculum reform.
All countries carry out inquiry learning in order to meet the needs of the times, meet the challenges of social development and cultivate students' viability. At the same time, it also provides experience and lessons for the implementation of research-based learning in China.