First, choose a theme.
In research-based learning, it is very important to choose a good topic, which determines the smooth progress of research-based learning, research results and research results.
According to the students' own situation, choose topics that are consistent with their age and hobbies and can arouse everyone's enthusiasm. We can create research scenes from the facts and phenomena around us to determine the topic, but the reality is that students' two-point and one-line lifestyle limits their understanding and utilization of social resources, and rich network resources provide students with rich sources of topic selection. Using multimedia technology and virtual reality technology to create specific life situations not only broadens students' horizons, but also stimulates students' interest in learning, so that students have meaningful research-based learning. For example, in the study of "Famine-the True Face of Hunger", the teacher showed a video of life in poor countries and remote areas, and a series of data on hunger deaths in the world, so that students knew that not everyone had enough to eat and wear, and led them to ask questions: Why are people still starving today when agricultural science and technology are developed? Students start research activities, analyze problems by themselves and find answers.
Second, customize the plan.
For the emerging interdisciplinary research study, it is more important to make a research plan, because careful planning can avoid the randomness and blindness of research study. Before making a plan, students can use the Internet or campus network to query online resources, learn how to make a plan, see what others have done and what detours they have taken, and learn from the previous experience. Internet not only provides students with rich research topics, but also provides students with rich multi-level and multi-angle materials, which expands students' research ideas and ensures the feasibility and operability of the research plan.
Third, implement research.
The implementation of research stage is the main stage of research activities. The work in the implementation stage of inquiry learning varies with different research methods. But generally speaking, the work at this stage includes four steps: collecting, sorting, analyzing and processing research data, and drawing conclusions.
Information can be collected through various channels, such as books and magazines in libraries and social surveys, but with the development of information technology, online resources have become an indispensable and important source of information for students and teachers. Internet is the largest source of knowledge and resources in the world, and the enjoyment of online resources makes students' data collection faster and more convenient. Search engines such as Sohu and Baidu provide great convenience for teachers' information search, while software such as Word provides a perfect platform for text collation. The characteristics of information technology determine its importance in the process of data collation. The process of information processing and analysis is not a simple process of information transmission and indoctrination, but a process of students' active meaning construction. Students are completely in an active, open and diverse learning environment, constantly asking questions-solving problems-asking questions. At the same time, students also use BBS and email to exchange their research experience. In network communication, everyone is equal, which is conducive to publicizing personality and tapping potential; Everyone has the right to speak. In the process of "a hundred schools of thought contend", on the basis of improving students' understanding of research issues, we should open up our minds and cultivate students' spirit of cooperation and sense of competition.
Fourth, exchange of results.
The ultimate goal of inquiry learning is to draw conclusions, but how to show your achievements to others? In traditional teaching activities, due to the influence of time, space, teachers and other factors, the display of achievements often becomes the patent of individual top students, and the application of information technology has changed this embarrassing situation. After the students draw the research conclusion, they can show the research process and conclusion with slides. Its illustrated and vivid features are helpful for the author to show his thinking from multiple angles; The multiple sensory channels of the receiver work at the same time, which reduces the cognitive burden of the receiver when processing information. Through the transmission of information, students share their achievements, exchange discussions and collide with each other, thus further enhancing their understanding.
Multiple evaluation of verb (abbreviation of verb)
In inquiry learning, the application of information technology not only optimizes the inquiry learning process, but also determines the change of inquiry learning evaluation. First of all, the goal of inquiry learning evaluation is more scientific. It is no longer a neat standard to distinguish success from failure, but a way to standardize students' learning behavior, focusing on cultivating students' ability to ask questions and solve practical problems in research-based learning. Secondly, the content and activities of inquiry learning evaluation are diversified. It is not only a single conclusive paper, but also includes evaluation contents such as research materials and achievement folders of various research records. Use multimedia classrooms and other media to conduct various evaluation activities such as performance display, defense and discussion. Therefore, the form of evaluation results is no longer simple scores and grades, but more qualitative analysis and specific descriptive evaluation. Finally, the evaluation subjects of inquiry learning are diversified. Network technology makes evaluation subjects diversified. Students, teachers, study partners and even the public who communicate with each other online can become evaluation subjects, and students themselves are the most important evaluators.
Information technology provides an indispensable role for the smooth and effective development of research-based learning. In the process of inquiry learning, there are still some disadvantages in the application of information technology, which have a negative impact on the teaching process. For example, the massive resources of the network often make teachers and students ignore book resources; Direct communication between people is gradually replaced by indirect information on the internet. However, information technology itself is not good or bad. As long as we understand it correctly and apply it in inquiry learning in the spirit of people-oriented, we can make inquiry learning smoother and improve students' inquiry learning ability and information literacy.