| Since inquiry into the school curriculum from the 1950s and 1960s, the comparative study of inquiry teaching and traditional teaching more and more, but mostly from theory research, lack of vivid and specific cases.In addition, the current research on inquiry-based science education mostly from the acquisition of knowledge and learning skills,the student emotion research is still not very mature. At present, because of the teenagers problems, we must pay attention to the growth of the problem students.Therefore, with my special experience of teaching practice to the middle school,my paper tends to form of qualitative research and try to explore the insufficiency of traditional education and the development direction of inquiry teaching from two different style of teaching research.This research use clinical interview method, qualitative research forms, to analyze the influence of problem students in two different teaching modes.This paper adopted open interviews, informal interviews, field observation and real collection etc in the process of material acquisition.Found:In routine teaching, problem students who often owe assignments, distractivity, character extreme, however, leave teachers and classmates good impression just as strong practical ability, active,enthusiastic and polite in inquiry teaching.Through analysis and comparison, this study suggests that:1, The number of inquiry teaching classroom students is not too much, everyone is concerned, respected. Yet the number of routine teaching classroom students, it is difficult to attention to them all.2, Including me, all inquiry science teacher, are very young, that made him very relaxed, more willing to talk to us.Routine teaching usually appear to dredge undesirable mood and psychological problems by school counselling organizations.3, Inquiry science pay more attention to students' emotion experience. Students can fully imagine,communication and expresses.While conventional teaching,knowledge-based mastered, caused some psychological pressure to students.4, Inquiry science make the students of different knowledge level and ability can get harvest more or less. While conventional teaching can't take care of the characteristics of students of different levels.5, Inquiry science show its colorful, but the uniqueness of answer limit the minds of students on conventional class.Next, this paper analyzed and concluded that:psychological anxiety cause a series of problems in the conventional teaching.The emotional difficulties often leads to cognitive difficulties. However, although students also can produce anxiety in the inquiry teaching,but they can relieve anxiety through doing and thinking.Of course, this thesis admitte the root cause of the problems students is a tricky thing, nor the papers to solve.But through the analysis to the demand of different levels students:Medium students are busy their study, they have no time for inquiry activity, top students have leisure time to engaged in a study of their interest after finishing the school assignments, but for inferior students, they feel disappointed, impatient, boring and anxiety. So, perhaps inquiry learning is more suitable for the students on both ends of levels.Finally, I rethink the study of research methods and results,the preference of the author, interviews, target selection, quantitative analysis and promotion of this thesis. According to the results of this study, I put forward some ideas on future scientific investigation design. |
