| 英文摘要 |
Most domestic research on inquiry-based learning has focused on analyzing teachers' beliefs about inquiry teaching and the challenges they face in implementing it, with less emphasis on students' learning experiences. To fill this research gap, this study aims to analyze high school students’learning experiences in Inquiry and Practice course of Civics and Society. This article found that collecting, analyzing data, and expressing the results to others are the most common learning outcomes students acquire from inquiry-based learning. Additionally, most students reported that inquiry courses help develop communication and cooperation skills and broaden life experiences. Regarding learning challenges, students identified choosing an inquiry topic to be the most difficult task. Other major difficulties include unequal division of labor in teamwork and managing the pressure of college entrance exams while undertaking the inquiry. While existing studies suggest that students' foundational knowledge influences their inquiry learning outcomes, this study points out that the difference in inquiry learning outcomes primarily stems from whether students are engaged in the course, rather than the type of school they attend, although students in community high schools are indeed more prone to low levels of student engagement. Based on these findings, the study recommends that future policies should emphasize the benefits of Inquiry and Practice courses for students’future university learning to promote students’motivation for inquiry. Furthermore, developing interdisciplinary collaboration in designing inquiry courses among history, geography, civics and society is recommended to reduce students’learning burdens. |
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