Research On Teachers’ Professional Quality Under Inquiry-based Teaching In Middle School

With the rapid development of modern society, science and technology, the new era calls for new educational concept, puts forward higher requirements for the training of personnel and pays more attention to the spirit of practice and the ability of innovation. Developing the inquiry-based teaching under the new curriculum reform, initiating students to participate and research actively can not only link the classroom knowledge with practice and life, enhance students’ interest in learning, but also help students to understand the general process and methods of scientific research, developing students’ scientific literacy, exploring ability and innovative spirit.To implement the inquiry-based teaching effectively, it requires teachers to improve their professional qualities in order to adapt to new teaching requirements and meet the needs of the times and social development.This paper, based on the result of domestic and foreign research on inquiry-based teaching, with investigation research, case analysis, and other empirical methods, combining with the literature theory analysis, researches and discusses the current situation of teachers’ professional quality under inquiry-based physical teaching, which finds many problems existing such as misunderstand on inquiry-based teaching, unreasoned on choosing physical investigation contents, lacking capacities of overall design and implementation, even the ability to control the classes. At the same time, the paper analyses the reasons and explores how to improve teachers’ professional quality to organize inquiry-based physical teaching in the new situation.This paper, based on both domestic and foreign practice and theory on inquiry-based teaching, discusses the basic problems of the research, ensuring the research content and meaning. Philosophy, psychology, pedagogy theory are applied as the theoretical basis of this paper. It defines the concept of teachers’ professional quality of inquiry-based teaching after deeply exploring the teaching essence and content of teachers’ professional quality. It also puts forward the basic structures of researching the teachers’ professional quality of inquiry-based teaching under the frameworks of Teachers’ professional spirit, education concept, general cultural knowledge, professional ability and professional wisdom. This paper explains specific elements of teachers’ professional quality of inquiry-based teaching with the key point of exploring the challenges faced by Physics teachers, including firstly, the new curriculum reform requires physics teachers should have the educational values of "students’ development basis","encouraging students’ participation","exploring teaching", and "promoting the development based on process"; secondly, the teacher should have a profound specialized knowledge, extensive physical related discipline knowledge, conditional constructive knowledge and a good knowledge of physical investigation of practice of teaching; thirdly, the teacher need to have a experienced teaching skills to add new teaching methods to the old ones. For example, the teaching design skills, exploring the teaching skills and experimental teaching skills. At the same time, the new curriculum reform asks for the physics teachers to perfect their ability structure, to have scientific educational research ability, designing inquiry-based teaching ability, exploring the teaching implementation ability, exploring the teaching evaluation ability, drawing new knowledge ability and lifelong learning ability. Researching of creational classes also requires the teacher to be flexible, intelligent and personal attractive.The author has done some investigations in schools of different levels, average schools (NO.4middle school of Nanning), model high school (NO.14middle school of Nanning), and key high school (NO.2middle school of Nanning) by issuing them the questionnaires to explore the current problems of physical teaching to the current physics teachers in teaching and practical teaching to explore the difficulties in process of physical inquiry-based teaching such as misunderstand on inquiry-based teaching, unreasoned on choosing physical investigation contents, lacking capacities of overall design and implementation, the ability to control the classes and etc. After analyzing the results of investigation, we realize the causes of the problems are that teachers are bounded by traditional teaching value, whose vision of knowledge is narrow, with unreasoned knowledge structure and lack of teaching experience as well as teaching related training. To solve these problems, this paper puts forward that teachers should raise the innovational education concept, break through the traditional concept bondage, strengthen self-learning, improve knowledge structure, participate in educational scientific research, improve the scientific research ability, and carry out participatory inquiry-based teaching training, improve the level of exploring inquiry-based teaching to improve teachers’ professional quality.