Study On The Problem And Strategy Of Inquiry Teaching In Chemistry Of Junior School

Inquiry teaching is the main content of today’s science education reform, and also the impetus of new curriculum standards of chemistry. Science inquiry was considered a compulsory content in Compulsory Education Curriculum Standards for Chemistry (experimental) published by the ministry of education in 2001 which indicates that science inquiry is not only an advanced theory in junior school chemistry but also an important component of curriculum standards. The past few decades witnessed the development of inquiry teaching in China, but there were also some problems when implemented in practice. Based on this, this research analyzes the current situation and problems in chemistry inquiry teaching in junior school, interviews some chemistry teachers for some important questions and tries to explore the reasons behind the problems and present some relevant improved strategies through 20 classroom teaching observation of chemistry inquiry teaching in junior school and a questionnaire survey of the teachers that implement the inquiry teaching in chemistry in junior school.This thesis can divide into five parts.The first part is introduction which includes the origin of this research, relevant definition, literature review home and abroad, the research purpose and significance, methodology, and research design. This thesis presents four research dimensions: the subject of inquiry, interaction of inquiry, the ability of inquiry, and the resource of inquiry, with which further more designs an observation flame for classroom teaching and questionnaire for teachers through the analysis of the essence of inquiry.The second part is the problems of chemistry inquiry teaching when implemented in practice in junior school which is supported by the classroom teaching observation from four dimensions:the subject of inquiry, interaction of inquiry, the ability of inquiry and the resource of inquiry, and a questionnaire and interview with the teachers who implement inquiry teaching in chemistry in junior school. The results indicate that with more than ten years curriculum reform, the inquiry teaching in chemistry in junior school has made a remarkable progress that teachers implement inquiry teaching both consciously and practically, but there remains the following questions: the domination of teachers and low participation of students; single and simple form of interaction between teachers and students and little freedom for students; highlight of knowledge expression and ignorance of the cultivation of students’ ability; low conscious of resource exploration of teachers.The third part is the reasons exploration for the problems of chemistry inquiry teaching in junior school based on the literature review and interview eleven teachers who implement the inquiry teaching in chemistry in junior school. The main reasons are: little knowledge on inquiry teaching of teachers for the heavy load of work; low conscious of inquiry of students and lack of ability in inquiry; time limit, large class size, the bound of evaluation system and lack of facilities.The forth part is the relevant strategies for the problems. Based on the research mentioned above and focused on the reasons that caused the problem, these strategies are based on the present situations which includes the difficulties of reform of the score oriented evaluation system, the difficulties of transform form large class size into small class size, shortages of teaching facilities in rural areas, low mastery of inquiry background information of both teachers and students rather than theoretically utopian vision. The strategies mainly include the following four aspects:adjustment of class inquiry, combination of class and after class; three steps of inquiry namely imitation-dependence-innovation; from partly inquiry to whole inquiry; from low level inquiry to high level inquiry; excavation of daily life and adding up Chongqing style.The fifth part is conclusion which states the outcomes and insufficiency of this research and directs the further research.