| High school physics"inquiry teaching"is a kind of teaching method which probes primarily physical problems. Specifically, it refers to the process where students under a teacher's guidance, observe and analyze physical phenomena, and propose meaningful physical questions. The students carry out observations and experiments, explore physical concepts and rules with reasoning methods such as induction, analogy, supposition, probe into the results, reconsider, and exchange thoughts regarding the problem-solving process. Inquiry teaching has no fixed mode of instruction. It varies with the content, objectives, situation and educator involved in the teaching. High school physics inquiry teaching takes its instructional objective as the raising of the level of students'scientific accomplishments. It attaches importance to the process of language acquisition, cooperative learning, formative evaluation and students'self-assessment. In theory, inquiry teaching is studied widely in China, but the research is insufficiently thorough. The research is specific and detailed in teaching mode, and mainly converges upon the learning cycle, the 5E mode, the Suchman Inquiry Session and the self-exploration. At the present time, there are a few specific operational modes actually in use in China, and there are few integrated models incorporating inquiry teaching and other teaching strategies.An additional important tool in modern teaching is the"concept map". A concept map is a schematic device for representing a set of conceptual ideals embedded in a framework of propositions. As an instructional strategy, a concept map not only has the dimension of a dynamic teaching activity but also a static content dimension. In addition, it has strong operability, flexibility and self-generation. Since the concept map was born, the concept map teaching strategy has acquired outstanding achievements not only in function and scope, but also in technology and other aspects. Research on concept maps in China has achieved positive results, particularly in the area of academic teaching and learning.Today in the course of China's new curriculum reform and inquiry teaching's vigorous development, the combination of the concept map and inquiry teaching has vital academic significance and theoretical value. In this paper we undertake a study of the practical implementation of inquiry teaching at the high school level. In addition, we attempt to integrate these approaches in a coherent teaching theory based on a thorough review of the literature, experiment, interviews and survey questionnaires. Specifically, over a period of one semester, three-phase teaching experiment, the author implemented high school physics inquiry experiment using the concept map strategy. The outcome shows that based on the concept map teaching strategy, high school physics inquiry teaching not only can effectively promote the learning of physics, but can also enable the two strategies to bring out the best in each other. Under the concept map strategy the implementation of high school physics inquiry teaching is highly feasible. Most importantly, it improves the effectiveness of teaching, as measured by student's academic performances, interests and confidence. |
