Inquiry-based Learning Research Use In The Teaching Of Junior High School Chemistry Experiment

One of the aims of elementary education is to change the current situation in which receptive learning, rote-learning and mechanical training are often overemphasized and to initiate students active participating, self-motivated inquiry and frequent experimenting, to train students' ability to collect and process information, to obtain new knowledge, to analyze and solve problems, to communicate and cooperate with others. In the new century, a new round of teaching courses reform has been started, aiming at changing the traditional learning methods and put forward the idea of inquiry-based learning, which is also a tendency in the reform of science teaching in the whole world. In the new courses criteria, it is not hard to find that an important point in the reform of the course of chemistry is to train the students' ability in scientific research in practice.However, Inquiry-Based Learning was just recently started in our country, teachers should have more profound study in the relative theories and practice. Through research in the theories and practice in Inquiry-Based Learning in teaching chemistry in junior middle school, and on the basis of constructivism theory, multiple intelligences theory and modernism theory, the author of this thesis puts forward five questions: strategies to carry out Inquiry-Based Learning theory, how to train students' inquiry abilities, designing of inquiry-based experiments, advantages and disadvantages of inquiry-based experiments, and the principles of using inquiry-based learning. The content of this thesis provides important reference materials on the research of inquiry-based learning for those who teach chemistry.