I. Research background of the topic (I) Proposition of the topic Activity teaching has been paid more and more attention in educational theory and practice. It is an inevitable choice to adapt to the educational concept of contemporary subject development and learning initiative, and it is also an inevitable choice to change the current education and teaching in China that pays too much attention to teachers' teaching and ignores students' inquiry; Pay more attention to indirect experience learning than direct experience acquisition; Pay more attention to the result than the process; Emphasizing intelligence while ignoring practical ability is not conducive to the cultivation of students' subjectivity and the all-round development of physical and mental quality, which is an important measure of education and teaching reform. From phenomenon to experience to theory, activity teaching has become a teaching concept, and its connotation is constantly developing and enriching, which embodies the core spirit of contemporary education-human development, that is, the all-round development of people as the main body. Since September last year, our district has entered the provincial new curriculum experimental zone. The implementation of the new curriculum has brought profound changes to our education and teaching. With the deepening of curriculum reform, teachers' teaching behavior, students' learning methods and teaching evaluation are changing. History and Society is a highlight of this curriculum reform, and its setting embodies the basic idea and pursuit of curriculum reform. In order to cultivate the humanistic quality and national spirit of contemporary China citizens, and to provide relevant knowledge and basic skills for junior middle school students to correctly understand the social environment, actively adapt to social development and actively participate in social life. In order to achieve this goal, it is not enough to rely on limited conventional classroom teaching. Carrying out comprehensive inquiry activities can make up for this deficiency and form the synchronization of knowledge dissemination and ability training. Article 8 of History and Society Curriculum Standard II (Experimental Draft) clearly states: "Try to explore social problems from different angles, integrate all kinds of knowledge, and improve the ability to participate in social practice and autonomous learning". In the textbook History and Society, each unit has a comprehensive inquiry activity, which is written according to this goal. On the one hand, these activity classes supplement the teaching materials well, on the other hand, they improve students' comprehensive analysis ability and exercise their social practice ability. However, in the process of lectures and research, many teachers are not essentially different from the usual classroom teaching, and do not reflect the characteristics of comprehensiveness, inquiry and activity. There are still many teachers who are afraid of taking this class and are unwilling to take it. In the final analysis, the reason is that teachers don't know how to use effective teaching strategies, and they don't understand the real connotation of comprehensive inquiry class. (II) Definition of subject The word "inquiry" is interpreted as "in-depth discussion and repeated research", that is, research and discussion, and research and discussion require the cooperation of more than two people, indicating that "inquiry" is a method that requires more than two people to participate in discussion and repeated argumentation. Modern Chinese Dictionary interprets the word "inquiry" as "exploration pursuit". Exploration, that is, seeking answers and solving problems in many ways. This shows that "inquiry" is another way to think about problems from different angles and trace back to the source. Based on the above two explanations, we can see that inquiry is a learning method that can be carried out in cooperation or alone. Therefore, we can define inquiry learning as follows: "The learning method and process in which students acquire knowledge, skills and attitudes through inquiry activities such as finding problems, investigation and research, hands-on operation and expression and communication. It is an active learning method that actively explores knowledge and skills and attaches importance to solving practical problems. " "Comprehensive inquiry" is the organic integration of all kinds of brain or hands-on knowledge and ability. In this regard, the overall goal of the curriculum standard clearly points out: "On the basis of mastering the necessary knowledge and skills of humanities and social sciences, experience the process and method of comprehensive exploration of historical and practical issues." The "synthesis" here has two meanings: first, because history and society are a comprehensive subject, it combines the humanities such as history, geography and sociology, and embodies the comprehensive characteristics in structure, material selection and presentation. Second, it refers to the organic integration of various inquiry methods. Comprehensive inquiry must be based on students' "activities" and promote the all-round development of students' subjective spirit, practical ability and various qualities through comprehensive and diverse subjective activities. The "comprehensive inquiry activity class" in this topic refers to the comprehensive inquiry activity set after each unit in the textbook History and Society (People's Education Edition) compiled according to the curriculum standard II of History and Society. (3) Analysis of research status quo: At present, there are research-based learning in junior high schools, especially science needs to explore natural phenomena, and humanities such as history and society need to explore social phenomena. Some methods and strategies in scientific inquiry are equally effective in studying social phenomena. Comprehensive practical activities are also set up in the new curriculum reform, and the teaching concepts such as comprehensiveness, practicality and activity advocated by this course are also advocated and required by the curriculum standards of history and society in China, and are also the teaching requirements of the comprehensive inquiry activity class. Therefore, their research will undoubtedly contribute to the study of this subject. In the original "social" discipline, some schools are also conducting research on inquiry and inquiry learning, especially the "Exploration and Research on Inquiry Learning of Social Studies in Junior Middle School" in Ningwei Middle School, Xiaoshan, Zhejiang Province, which has conducted in-depth research on inquiry learning of "social" discipline. Their proposed inquiry learning model has great reference significance for the teaching design research of this subject. However, because history and society is a new comprehensive course in this curriculum reform, it is quite different from the original social course, and the comprehensive inquiry activity course has never appeared in the original history, geography, politics and social course, so there is little research on this subject. In order to understand the research status of this subject, I collected some "Curriculum Reform Experiment Newsletters" in the experimental area of the new curriculum and sent them to the province. Only from the "Trial Teaching Newsletter" (history and society album) compiled by People's Education Society, two or three articles about the teaching design of "comprehensive inquiry activity class" were found. With their encouragement, I started my research in this field. Second, the research objective 1. Let students experience the process of inquiry through comprehensive inquiry activities, and experience the hardships and happiness of research. Enhance students' social communication ability, construct basic knowledge, acquire preliminary inquiry ability, develop comprehensive application ability of knowledge, realize the three-dimensional goal of history and society, and lay the necessary foundation for promoting students' all-round development and growing into future citizens with good literacy. 2. Promote teachers' professional growth through project research, so that teachers can correctly grasp the important parts of this textbook, pay more attention to the improvement of students' comprehensive inquiry ability, and put this teaching concept into the usual classroom teaching, so that the new curriculum classroom is full of "inquiry" and "activity" atmosphere. 3. Through the research, we can find the problems existing in the process of implementing the new curriculum and using the new textbooks, especially some common problems in the teaching of "comprehensive inquiry activity class", and put forward targeted teaching strategies, teaching design and corresponding learning evaluation methods to help the smooth implementation of the new curriculum experiment. At the same time, I believe that through research, we can also enrich the school's activity curriculum and improve the school's running level. Third, the content of the study (1) the basic teaching strategies of comprehensive inquiry activity class 1. Increase openness and comprehensiveness and expand students' imagination. "History and Society" is a comprehensive course, and "activity class" itself has the characteristics of openness, which focuses on students' different life experiences, so it is necessary to accommodate students' diverse life experiences, personality characteristics and different interest tendencies in the open content and form. From teaching methods to teaching content, from teaching organization form to determining teaching objectives, it should show the characteristics of comprehensiveness and openness. 2. Strengthen inspiration and stimulate students' interest in inquiry. "Comprehensive inquiry activity" is not only to impart knowledge to students, but more importantly, teachers' guidance and students' active participation, and the degree of participation depends on students' interest in participation. For this reason, strengthening inspiration, designing open and multi-dimensional questions and helping students think are issues that our teachers are particularly concerned about. 3. Create a democratic classroom and cultivate students' confidence and courage in exploration. Respecting students' dominant position is one of the purposes of offering comprehensive inquiry activity classes. Therefore, it is necessary to create a democratic teaching atmosphere in teaching and stimulate students' confidence and courage in inquiry. Only on the level of equality can teachers and students talk on an equal footing, realize the impact of wisdom, the enjoyment of experience, the harmony of mind and the sublimation of reason, thus promoting the interaction between teachers and students and the common development of * * * *. 4. Encourage students to participate in social practice and improve their ability to solve practical problems. The traditional view of education emphasizes knowledge over ability and theory over practice, which leads to students' "high scores but low abilities" and abnormal development. The core of "comprehensive activity class teaching" is to make students really "move", actively participate in social practice, establish a network system of school and social education, let students feel, experience and explore in practice, actively enrich their life experience, improve their ability to solve practical problems, and truly become innovative talents with both theoretical knowledge and social practice ability. What I think now: In strategy research, I want to increase the preparation link before inquiry, the guidance strategy of teachers during inquiry and the summary and evaluation after inquiry. I want to concretize these problems at the next meeting of the research group and invite tenders. It is required to form a sub-topic or have multiple papers. (2) Research on the main types and basic teaching design of comprehensive inquiry activity class 1. Main types. Judging from the compilation of current textbooks, the comprehensive inquiry activity class of history and society can be divided into three types according to the teaching organization form: theme activity class, practical exploration class and problem research class. Next, I will take the seventh grade history and society as an example to discuss the theme of the activity class and travel to China as a small housekeeper of civilized life.
To tell the truth, I am a small master of society under the influence of "popular" mass media, practical exploration and reports from my hometown.
Explore the historical issues around us, study classes, see the world from the globe, and get information from the map. The 8th grade textbook-theme activities include: reviewing the century-old history of the Chinese nation, feeling the traditions around us in the New Year, and feeling the industrial civilization in life. Practical exploration includes: protecting the civilization around us and feeling vicissitudes. The problems include: cultural diversity from the perspective of religious landscape, and the comparison between Zheng He's and Columbus' voyages to the West. 2. Basic teaching design. In the teaching design of comprehensive inquiry activity class, we should pay attention to four aspects: ① the logical starting point of inquiry should be grasped in classroom introduction; ② The content of inquiry should reflect the requirements of curriculum standards and the intention of compiling teaching materials; ③ Problem design should stimulate students' interest in inquiry; ④ Activity design should be conducive to cultivating students' inquiry ability. (1) Comprehensive inquiry activities, such as teaching design of theme activities, often determine a theme close to students and society first, causing students' cognitive conflicts, and then guide students to analyze the theme. The specific teaching process includes: presenting materials, leading to the theme (creating scenes and cutting into the theme)-collecting materials, discussing in groups (debating)-exchanging feelings and summarizing comments-expanding after class and subliming the theme. (2) Comprehensive inquiry activities such as practical exploration teaching design are mainly aimed at understanding and solving a problem in nature, society and life, and the results are presented in the form of investigation reports. The specific teaching process includes: method guidance-field investigation-data collection-comprehensive analysis-topic exchange-summary evaluation and other links. (3) Problem-based Teaching Design This activity class often starts with a series of problems, and with certain teaching methods and means, it guides students to explore, which is often based on in-class activities. The specific teaching process is: grasping the starting point of inquiry, stimulating the interest of inquiry-thinking about inquiry materials, raising research questions-understanding the requirements of curriculum standards, guiding comprehensive analysis-group cooperation and discussion, and proposing solutions. Current thinking: In teaching design, we should strengthen the research on model variants. The comprehensive inquiry classes in Grade 7 and 8th grade should have their own teaching cases, and all cases should be invited for bidding. Each class should provide one or two cases, highlighting the teaching intention of design ideas in the cases. (3) Study on the learning evaluation method of comprehensive inquiry activity class 1. Carefully designing evaluation elements Generally speaking, the comprehensive inquiry activity class consists of students' independent activities, group cooperation and classroom communication, so the evaluation should also reflect these aspects. Therefore, evaluation can be divided into group independent activities, group classroom activities and individual participation activities. Evaluation indicators include the quality, time, way and effect of students' participation. And comments from teachers, students and groups. 2. Comprehensive inquiry activities should not go through the motions, but should achieve some specific goals through inquiry activities. In this process, it is necessary to use the evaluation mechanism to restrain and guide students to achieve these goals. Therefore, the evaluation design of comprehensive inquiry activity class should consider how to closely combine with activities. For example, when designing a written assessment, each student must provide a written information, report or record. If the evaluation focuses on students' participation in an activity, then the evaluation should be based on the observation between students or teachers. 3. The evaluation of the real-time promotion evaluation scheme needs timely feedback and publicity in order to better reflect the incentive effect, and it cannot be concentrated after the activity or operated in a black box. Therefore, we can design an evaluation form and hang it on the blackboard, so that students can know the class, group and their own performance in time. Classroom communication should be evaluated in stages, and teachers should guide and comment in time to stimulate students to make continuous progress in the process of activities. My current thinking: I don't want to focus on the third part of the research content-the evaluation of academic performance, but here may highlight the research content of "how to test students' inquiry ability with paper and pen" and list some test questions to explain how to examine students' comprehensive inquiry ability.