Teaching Design And Practice Research Of "The Cycle Of Nitrogen" Based On Scientific Inquiry

Currently we are in the era of knowledge-driven economy,which puts forward new requirements to the cultivation of people,"lifelong learning","learning society","quality education","core literacy" arise at the historic moment,and all these are based on science inquiry teaching.Science inquiry teaching focus on learning scientific knowledge,at the same time pays attention to the scientific process and method,the scientific spirit,problem solving and so on,which is of great significance to improve the students' scientific literacy.The significance of scientific inquiry teaching is deeply rooted in the hearts of the people,but limited by all kinds of conditions,there is a big gap between what ought to be and what the reality is,to close the gap,as first-line teachers what we can do and can do only is keeping firmly the faith,considering for students,practicing science inquiry teaching,in order to change the environment,at the end,superposition of countless small environment is the new look of all Chinese science education.Determine of the research topic is based on teaching practice and theoretical analysis,from practice found that about the teaching of "nitrogen cycle" chapter,the teachers generally uses instruction-teaching,and base on the teaching mode,the students learning interest is not high,poor academic performance,and lack of scientific literacy.The "nitrogen cycle" are of great value in exploring content itself,fit for exploratory teaching,therefore,opens the topic thatthe teaching design and practice research of "The cycle of nitrogen" based on scientific inquiry.In order to the teaching-design can improve the learning interest,improve academic performance,cultivating scientific literacy,to guide teaching practice based on science inquiry.First reading the literature about "scientific inquiry","nitrogen cycle","teaching-design",constructing the related theoretical basis,and then on this basis,interviewing with teachers and students in the Shandong province Tai'an City Ningyang fourth middle school,and carrying on questionnaire survey to analysis students'situation,based on the analysis and interpretation of the course standard,teaching material content,identifing the seven inquiry activities and each class teaching goal,teaching difficult point,and designing teaching process for seven inquiry activity,then carrying on the study on practice in practice school,in the study to modify teaching design,and through the interviews,statistical analysis was carried out on the paper and pencil test results,objectivly evaluation based on science inquiry teaching design of nitrogen cycle by the quantitative and qualitative analysis.The results showed that the nitrogen cycle teaching based on science inquiry can improve students' interest in learning,improve academic performance,cultivating scientific literacy.Finally I reflected the whole research process,summarized the four elements of the compound knowledge based on science inquiry teaching strategies:(1)Contacting practice,creating situation(2)Giving full play to the guidance of the core concept,develop the students' ability of application migration(3)Paying attention to the explore design and implementate the activities that training the thought process and operation process(4)Mastering the material in the autonomous learning,cognitiving frameworkBecause of the limits of the author' level and research time,condition.,this topic research has not been content,research method is not enough objective and science,for this,at the end of the article summarizes the research,put forward the outlook of the study,for in the future,I try to improve myselve and overcome the conditions to carry out the further research.