Under the background of curriculum reform, the ways of teaching and learning should be changed. This paper focuses on inquiry learning and talks about some views from both teachers and students.

Keywords: inquiry learning; Teachers; student

Under the new curriculum concept, both teachers and students should enter a new learning mode-inquiry learning. This paper mainly expounds how to deal with and adapt to this learning mode from two aspects: teachers and students.

The foundation of inquiry learning is students' autonomy and inquiry learning. Under the guidance of teachers, select and determine research topics from students' lives. In the form of individual or group cooperation, gain experience through personal practice, master basic methods, and improve the ability to solve practical problems by comprehensively applying what you have learned. Based on the teaching practice of research-based learning, the author puts forward some views on how teachers and students do well in research-based learning.

First, the establishment of a new teacher-student relationship is the premise of inquiry learning.

In the process of inquiry learning, teachers should not tell students the ready-made conclusions, but should become the promoters, organizers and instructors of students' learning, and join their inquiry learning activities as collaborators, guides and participants. In the process of inquiry learning, both teachers and students should attach importance to the perfect combination of students' subjectivity and teachers' guiding role. In dealing with the relationship between teachers and students, the new curriculum emphasizes respect and appreciation, and "for the development of every student" is the core concept of the new curriculum. In order to realize this idea, teachers must respect the dignity and value of each student, establish a new ethical and emotional relationship between teachers and students, and learn to respect and appreciate each student.

2. Being good at finding and asking questions is the core of inquiry learning.

The problem is the reaction of the contradiction of objective things in people's minds. In the process of understanding the world, the problem is the bridge and link between the known and the unknown. Only by constantly generating and solving new problems can knowledge develop continuously. Teachers can guide students to find and ask questions in inquiry learning from the following aspects:

1. Learning life is the main source for students to find and ask questions.

Study life is the most important part of students' life, which involves students' study, teachers' teaching, school management, family attitude, social evaluation and so on. In these aspects, students as the main body of learning have many feelings, deep understanding and practical understanding. Therefore, students can be guided to find problems and ask questions.

2. Familiarity with daily life is an important way for students to find and ask questions.

Students' living environment, contact things and life experiences are different, so there are colorful problems among students. Teachers should start with students' familiar daily life and guide students to find problems in life.

3. Subject learning is an important practice for students to find and ask questions.

In subject teaching, teachers can guide students to learn with questions, that is, to think, ask more questions and think more about why. Teachers should guide students to read with "two eyes", one eye looks at the words on the paper, and the other eye looks at the words behind the paper, from which they can find problems and ask questions.

4. Social hotspots are important materials for students to discover and ask questions.

Today's society is changing with each passing day, and new things and problems emerge one after another. For those events, things and problems that people pay more attention to, discuss more and have greater influence, teachers should guide students to observe carefully, think deeply and analyze carefully, and find and ask questions from them.

In the process of finding and asking questions, students should develop the habit of positive thinking and have the spirit of innovation. This requires students to improve their knowledge and skills, which is the basis for finding and asking questions. In addition, students should be good at cultivating their observation ability, and be able to find and ask questions from common and imperceptible places.

Thirdly, it is an important demand for teachers and students to improve the knowledge structure and broaden their knowledge.

To truly become a "participant and instructor" of research-based learning, teachers must constantly improve their knowledge structure and broaden their horizons. In addition to professional knowledge, I usually have to dabble in many fields such as science and art, so that I can stand tall and have more abundant and detailed information than students. However, in traditional subject teaching, many teachers have a single role, no longer or rarely dabbling in other subjects, which is difficult to meet the needs of current learning methods. In this active and independent learning process, students should also have rich knowledge and experience in order to find and solve problems independently.

Fourthly, the mutual penetration between disciplines and the strengthening of cooperation among teachers in all disciplines are the guarantee of research-based learning.

The topics selected and determined by inquiry learning are often extensive, comprehensive and migratory, involving many disciplines. Therefore, it is difficult to effectively guide the research topic by relying on the knowledge mastered by teachers in one discipline, but teachers in multiple disciplines are needed to guide it. Because a teacher may be the instructor of a certain topic and other topics at the same time, it requires the instructor to work with more people in a larger space and in a more equal way. Teachers should cooperate more closely, give priority to both primary and secondary, and cooperate with each other in order to carry out inquiry learning effectively and correctly.

In short, under the requirements of the new curriculum and in the face of various requirements of inquiry learning, teachers and students should change their concepts, open up new ideas and keep pace with the times. In the traditional teaching process, teachers' teaching and students' learning are restricted by the syllabus and examination system, which limits their creativity. Inquiry learning has brought a vast world of teaching and learning to teachers and students. "The sea is wide and the fish jumps, and the sky is high and birds fly." Therefore, teachers should establish the awareness of lifelong learning, live and learn, realize their own value with a highly responsible attitude and innovative spirit, and truly be a teacher, so as to better guide students' inquiry learning. Through inquiry learning, students can discover their self-potential, show their self-ability, cultivate the ability of communication and cooperation with others, and cultivate team spirit, and then make their mark in inquiry learning, establish their confidence and interest in learning, and gradually step into a virtuous circle of learning.