An Research On The Implementation Status Quo Of Scientific Inquiry In The New Physics Curriculum Of Senior School

The new physics curriculum reform experiment of senior school which started in the autumn of 2004, has completed a cycle from Grade One to Grade Three. It is necessary to study the implementation status quo of new physics curriculum, for promoting several advancement references.To grasp the implementation status quo of scientific inquiry which is initiated by the new physics curriculum, this thesis uses several research methods, such as text analyses, surveys, interviews etc. And the thesis includes the following three studies:Study one: Study on the requests about the scientific inquiry in senior physics curriculum standards.Study two: Study on the present status of scientific inquiry in the new physics textbooks of senior physics.Study three: Study on the implementation status quo of scientific inquiry teaching in experiment regions.The main conclusions are as follows:(1) Both versions of the teaching materials which are analyzed in this thesis present many scientific inquiry activities. The majority activities explore only certain individual elements of scientific inquiry, which contain little complete scientific inquiry activities; there are various inquiry ways which the teaching materials select. The primary inquiry ways are experiment and communication categories. Survey and production categories are comparatively less applied.(2) Take the inquiry activities which the curriculum standard requests clearly as an example, in this thesis, the inquiry activities presented in the two versions of the teaching materials are consistent with the requests in curriculum standards well. The teaching materials pay great attention to the instruction of inquiry process. (3) The proportion which inquiry activities occupied in the whole teaching activities in experimental regions is not very high. The proportion of the inquiry teaching activities which are applied by 72% physics teachers is less than 1/3 of all teaching activities. The inquiry activities carried by teachers and students mainly stem from the teaching materials, in which there are little changes. The inquiry activities which the curriculum standard requests clearly are not carried well, and there are three subjects' carried rate has not surpassed 50%.(4) The same as teaching materials' status quo, the inquiry activities carried primarily by experiment regions give priority to partial essential factors inquiry; experiment and communication categories are selected frequently, survey and production categories are less selected.(5) In the process of inquiry, teachers help students a lot during their instructions, which include too many explanations. More than half (54%) teachers will instruct in detail, and even give the concrete inquiry plans. However, it is necessary to enhance students' independency.