Research On The Effect Of Teacher's Knowledge On Chemical Inquiry Teaching Design

Nowadays the curriculum reform has been carried out for such a long time that inquiry teaching is no longer strange to every chemic teacher and has become a current term in modern teaching field. The successful conduct of inquiry teaching should be guaranteed by feasible teaching design. Moreover, chemic teachers'designing ability of inquiry teaching would have a direct effect on the inquiry teaching. Abilities are based on knowledge, so what kind of knowledge structure does chemic inquiry teaching require? How much knowledge do chemic teachers grasp? How does teachers'basic knowledge influence chemic inquiry teaching? All questions above are required to be researched in the dissertation.In the dissertation, scientific inquiry is divided into experimental inquiry, survey inquiry and communication inquiry in order to meet practical research needs, and chemic teachers'knowledge is defined as academic knowledge, cross disciplinary knowledge (including biology and physics), STS, understanding of the nature of scientific inquiry and teaching theory. Then questionnaire survey will be conducted to observe the current knowledge of chemic teachers and their designing ability of teaching inquiry. And in terms of problems revealed from survey results, the main reasons that result in such problems will be found out with interview, case study and related theory. At last, specific strategies to strengthen teacher's knowledge basis and designing ability of teaching inquiry will be proposed, in terms of objective aspects, including the feasibility and effectiveness of chemical teachers'training and the tolerant and overall assessment on chemical teachers, from teacher's subjective aspects, they should arouse the awareness to change their knowledge structure, keep improving their academic knowledge, find out more ways to obtain knowledge, raise academic level and improve activities researching abilities.