The Research And Exploration On Inquiring Instruction Of Physics In High School

Scientific exploring is essentially a kind of thinking way through which scientists can solve scientific problems in natural area. In order to acquire scientific knowledge and understand the nature of science and develop the ability of scientific exploring, so better promote scientific and social development, we should construct an instructional model based on scientific exploring and adopt inquiring learning in physical science disciplines instruction.Inquiry- learning is a new teaching pattern based on modern education thought and contains brand new education concept. It emphasizes student's active participation and keep the students thinking in the learning process. Therefore, it stimulates the student's inspiration and develops their thinking capability, as well as cultivates creative potential. Not only does this approach attach great importance to the mastery of knowledge, but also emphasize the experience and emotion attitude in the learning process. As a theoretical result derived from many educator's and professional's long term research, it meet the demand of knowledge economy to creative thinking cultivates students'all-round quality and therefore it's of extreme importance to the strategy of rejuvenating our country through science and education. In the process of subject teaching, this teaching concept should be carried out actively; the feasible and adaptable inquiry-learning teaching pattern probed which turn into a new program in teaching theory and practice, and is of theoretical and practical significance.Physics scientific inquiring instruction is an instructional way that introduces scientific exploring to the physics class. In inquiring instruction, students can percept and understand knowledge effectively, construct knowledge, obtain emotional experience, master the solutions to solve problems, and then develop the spirit of exploration and the ability to innovate under the guidance and inspiration of teachers and through the autonomous, independent exploration activities of students. In the process of completing exploration, the students will experience a series of activities such as discovering and advancing questions, making assumptions and conjectures, designing plans and experiments, conducting experiment, collecting and analyzing evidence, drawing conclusions, reflecting on the results, learning lessons, discussing and arguing and expressing the conclusion. Then students will obtain unique perception and experience of failure and suffering, success and joy, and feel the charm of scientific method, learning scientific knowledge with integrated features.The aim of this thesis is to explore the research-based instruction in physics teaching of high school. Leading the research-based instruction into the physics teaching is an important step for the reform of physics teaching, the purpose of this thesis is to educe the change of teaching method and study method, develop the students'frontier spirits and practical ability, and then provide a practical path for more self-conscious propulsion character of ability-oriented education of teaching of each section.This thesis starts from the background and the overall objective of the new curriculum reform, introduces the basic theory of inquiring instruction based on the predecessor's results, and explores how to implement inquiring instruction in physics teaching in high school. There are five parts in the thesis.In the first part, against the background of the new course reform, the thesis introduces the development of inquiring instruction and discusses its importance on the basis of practical significance. This part also emphasizes the understanding of the teaching concepts,significance and essential characteristics of inquiring instruction. In addition, a definite statement of the guiding ideology in inquiring instruction is provided in this part.The second part summarizes some aspects such as strategies in the practice of inquiring instruction.In the third part, the thesis illustrates the specific procedures of inquiring instruction, including the preparations, procedures and two common practical models of inquiring instruction. Some problems that should be put more attention to are also offered in this part.In the fourth part, the thesis illustrates approaches used in inquiring instruction with an example applied in inquiring instruction.In the fifth part, the thesis focuses on the misapplication and difficulties in inquiring instruction and offers corresponding strategies.