| Scientific inquiry as a theme in the field of today’s science education, affects the science teacher in the classroom teaching reform.Compulsory education chemistry curriculum, science inquiry is defined as a core theme, considered to be an effective way of learning at the same time,teachers as a carrier of the science teaching,and the dominant force in scientific curriculum implementation,They hold the connotation of the scientific inquiry how much understanding and awareness,is the key to the direct impact on classroom inquiry teaching behavior. Therefore,carrying out a research into the teachers’ view on scientific inquiry, has important role to improve teachers’ concept of science inquiry and promote their ability of scientific inquiry teaching.This survey adopts questionnaire, a total of 98 junior high school chemistry teachers of the National Training Program in 2014 gansu province as investigation object, use of Lederman open questionnaire as survey tool of scientific inquiry, to understand the junior high school chemistry teachers’ understanding of scientific inquiry and knowledge level, and different categories(gender, age and so on) of the junior high school chemistry teachers’ scientific inquiry concept difference.The research results show that the current junior high school chemistry teachers’ overall understanding of scientific inquiry and knowledge level is low; Female teachers’ Science inquiry view level is higher than male teachers, but there is no significant difference between them; The level of scientific inquiry view of college degree teachers is significantly higher than that of bachelor degree teachers; The teachers’ concept of scientific inquiry level from high to low order as 25 years, 0~5 years, 16~25 years, 6~15years, and there is no significant difference between different teaching age; The higher the title, the lower the scientific inquiry view of the teachers and there is no significant difference between different title. Based on the results of the study, the author puts forward several Suggestions to enhance the level of junior high school chemistry teachers’ view of science inquiry. First, enriching the theoretical knowledge of scientific inquiry, cultivate science inquiry concept; Second, to strengthen the construction of teaching staff, and reform preservice teachers’ course setting; Third, carry out thetraining, update their concept of science inquiry, strengthen exchanges and learning between teachers and experts.This study aims to junior high school chemistry teachers in awareness and understanding of scientific inquiry to find their own deficiencies and causes, and lay a foundation for subsequent research. |
