An Experiment Research On Student' Difficulty And Teaching Strategy In Physics Inquiry Learning

As a new learning style, inquiry learning caused extensive concern in the experimented area. From the feedback by experimented area, we find students meet lots of difficulties in inquiry learning process. Former research on the difficulty and strategy of inquiry learning mostly focused on some specific link exploring the effect of one or several teaching strategy, lacking further analyzing the reason that caused inquiry difficulty. In view of the shortcomings of the former study, we applied documental analysis and investigation. The results show that the major factors influencing inquiry learning as individual factor, group factor, teacher factor and inquiry content.Our research is aimed at providing theoretic and positive evidence for physics inquiry learning of 8-grader. It consists two studies.Study one, choosing grade 8 students as subjects, examined through questionnaire and interviews the difficulties met by 8-graders in their physics inquiry learning and sorted them out, then preliminarily analyzed teaching strategy to individual, group and teacher's effect on inquiry learning. It reaches the following conclusion:1. In "problem raising" process link, there is significant difference between individual factor and teacher factor's effect on students, individual is the more important factor result in students' difficulty.2. In "speculate and hypothesis" process link, there is significant difference between individual factor and teacher factor's effect on students. Individual is the more important factor result in students' difficulty.3. In "plan making and experiment design" process link, individual is the main factor result in students' difficulty. Group and teacher are the second important factor and there is no significant difference between them.4. In "experiment and data collecting", there is significant difference between Individual, group and teacher's effect on students. Individual is the main factor result in students' difficulty, then the teacher factor, followed by the group factor.5. In "analysis and demonstration", individual is the more important factor result in students' difficulty and there's significant difference between individual and teacher's effect.6. In "evaluation" process, teacher is the main factor results in students' difficulty. Individual and group are the second important factors and there is no significant difference between them.Study two, drawing up "promote group cooperative inquiry teaching strategy" in view of group factor and "buoyancy" as test content, discussed the effect on inquiry learning by using the teaching strategy in physics class. It gets the conclusion as follows:1. To different degree of physics knowledge, there is significant difference in integrate, hypothesis, variable control and experiment design.2. The teaching strategy to promote group cooperative inquiry significantly promote student's understanding, practical apply, variable control and experiment design.3. Physics knowledge of students has on significant effect in results of the teaching strategy, that is to say, teaching strategy to promote group cooperative inquiry is suitable to students with different degree of physics knowledge.