The comprehensive practice of fine arts is based on inquiry learning, but in junior high school, inquiry learning is the main way. Because inquiry learning is a complex learning activity, involving a wide range, which requires students to have various abilities, while junior high school students are still in the primary stage of inquiry learning and do not have various abilities. If we leave them too much at first, thinking that teachers' guidance will hinder students' autonomy, but in practice, they almost give up their guidance and regard art comprehensive practice inquiry as students' "free activities", then the result will definitely lead to failure. Therefore, in junior high school, teachers' guidance and help to students will inevitably show a dynamic decreasing trend. Generally speaking, when students are in the primary stage of inquiry learning, teachers should provide more guidance and monitoring for students. With the improvement of students' autonomous learning ability, teachers can gradually reduce this kind of guidance and monitoring, so that students can gradually become the main body of self-monitoring, self-learning and self-coordination. In the process of guiding art comprehensive practice inquiry activities, the guiding role of teachers has experienced the following three stages of dynamic decline, which has gradually formed and improved students' inquiry learning ability.

First of all, under the guidance of teachers, carry out research-based learning and feel the process of inquiry.

As comprehensive practical activities have just begun, students know nothing about how to choose topics, how to choose appropriate methods for research and how to report conclusions. Therefore, it is necessary to conduct research with students under the guidance of teachers, so that students can learn the basic methods and steps of inquiry learning through several learning practices with different inquiry methods and activities. For example, I have led students to discuss the topic of "research on trademark connotation", and the learning methods are as follows:

1. Find problems from life and put forward topics to explore.

First of all, I ask the students to introduce the trademarks they have seen in their lives and some famous trademarks in Ningbo. At this time, the students were very enthusiastic and rushed to speak. But when I ask a question-"What do these logo designs mean?" The students were shocked. After some discussion, the students expressed their opinions, but they were still not sure whether their understanding was correct. The students became interested in this topic.

2. Find a breakthrough from the investigation and interview, and feel the inquiry method.

I didn't tell them the answer directly, but asked the students to check the information in groups and lead them to a nearby enterprise for an interview. Through information search and interview activities, students personally feel the specific methods of inquiry activities. For example, I led a group of students to Youngor Clothing Company for an interview, and asked the leaders of the enterprise to introduce us to the development process, cultural spirit and trademark connotation of the enterprise. Through interviews, the students deeply understood the profound connotation of Youngor trademark, and the initial small trademark witnessed the development track of the enterprise. Up to now, Youngor trademark has undergone four changes, each of which indicates the next development goal of the enterprise and embodies the culture and spirit of the enterprise. In this way, students have a deeper understanding of trademarks.