A Research On Experimental Inquiry Teaching In Middle School Physics

The core concept of the new curriculum reform is to change students’learningway, develop students’ scientific inquiry ability and thinking, improve the quality ofstudents’ scientific accomplishment and enhance students’ awareness of innovationand innovation capacity. The traditional teaching methods and teaching theory face anunprecedented challenge, and thus the Inquiry teaching becomes a hot topic in thereform of teaching methods. Physics Experiment Inquiry-based teaching needs theactive involvement of experiment. Under the guidance of teachers, the student is toacquire knowledge and techniques of physics, experience joy of science exploration,learn scientific researching method from scientists, and grasp scientific thoughts andspirits by experiencing the typical fragment activities by which the scientists drewlaws and principles.Physics experiment is an important carrier for cultivating students’autonomousstudy and innovative abilities in middle school. The paper elaborates theunderstanding of the Exploratory Experiments and Verification Experiments, analyzesand summarizes the relationship between Experiment and the Inquiry Teaching. It iswell known that Inquiry Teaching with Experimental Teaching has always been theexperts’focus of research, there are many articles and papers which research intoInquiry Teaching and Experimental Teaching, thus it is easy to give us the illusion thatthe research has tended to be perfect. On the basis of predecessors, the authorre-examine the basic theory and the essential connotation of Inquiry Teaching fromthe development history and the formation process of Inquiry Teaching. A model is atool to describe and solve problems, and Inquiry Teaching is a model to describe theway of teaching and learning activities, and cultivate students’ abilities and thescientific accomplishment. Different modes----fully Inquiry Teaching, partly Inquiry Teaching and explore in the Inquiry Teaching----can be formed if the teachers drawupon the Inquiry Teaching model in specific physical situations; when looking forevidence to demonstrate assumptions, students can use methods of experimentcollecting information, mathematical reasoning and so on; In the course of designingexperiment, students can design and carry out the implementation independently.soInquiry Teaching has a variety of modes in different situations. In the concreteTeachering Situation, how the teacher choose the suitable mode according to physicscontent, how the teacher should prepare and design the curriculum in differentspecific situations ,and anticipate the student’harvest in the teaching activities. Thedissertation return the common seven-step Inquiry Teaching back to the first fiveelements by researching the history of Inquiry ,because seven-step mode is easy togive people the misunderstanding of the procedures, in fact, the five elements are acombination depending on logical order.Finally, the dissertation try to learn about the students by questionnaires andinterviews, and to survey the explore thinking and scientific accomplishment whichstudents participate in Inquiry Teaching nurturing. By overall and partial analyses,problems are found, in which the most prominent is the popularity of experiment, forinstance, students’understanding of experiments, whether they have opportunity toexperience personally, whether they can use the tool of experiment, and so forth. Tothe problem, teachers should firstly deal with the organic combination betweenExperiment and Inquiry Teaching. However, the test of the credibility of thequestionnaire results is still in need.