A Study Of Strategies Of Efficient Inquiring Teaching In New-course Related Senior Chemistry Teaching

Inquiring teaching is one of the world's scientific teaching reforms as well as the breakthrough of chemistry reform under the circumstance of new curriculum. In this sense exploring inquiring teaching is of practical significance. Based on research, I have found some problems concerning inquiring theory, that is, there are some problems in terms of the value orientation of efficient teaching; there are some deviations with regard to the visual angle of research into efficient teaching. In fact, the results of the research on efficient teaching are ambiguous. The problems present in class are as follows: the methods to study are really dull; teachers shorten the time of instruction thinking that students should explore problems themselves; the process of the inquiry is only to emphasize the form rather than the essence. Last but not least, success is often stressed as to the result of the research while failure is always ignored.On the basis of the situations mentioned above, I try to study the efficient inquiry teaching based on the theory of constructivism, efficient teaching and inquiry methods as well as to prove it by doing experiments. This is intended to raise students'interest in exploration, develop good individual character and enable students to better construct and acquire knowledge on their own. Besides, this can also develop students'abilities to explore what they are interested in and master scientific methods of thinking. This research and practice combine the method of questionnaires with data studies and observational methods. During every period of the research, I stick to the combination of theory and practice, hoping to give some reference advice on inquiry teaching of chemistry in senior high schools concerning new curriculum through my own work.After a year's practice, it is proved that the teaching result is generally consistent with what has been estimated. Students in class are braver to explore subjects. More experienced at and eager for exploration, they are willing to share the happiness of cooperation with each other through exploration. Through the process of construction, diffusion and sublimation of knowledge set by the teacher, students begin to construct the system of knowledge by themselves and their levels of knowledge have been largely raised. Aided by teachers'guiding process of"constructing, thinking and improving", students gradually develop the ability of constructing and acquiring knowledge themselves. Furthermore, teachers choose proper strategies in the formation of questions, the offer of hypothesis, the confirmation of inquiry schemes and the share of conclusions of the research, therefore students'inquiring abilities are greatly strengthened.