A Case Study To Inquiry Teaching On The Properties Of Carbon Dioxide In Rural Junior Middle School

It is clearly stated in the new curriculum reform that the traditional teaching methods should be changed and the Inquiry teaching should be taken as the breakthrough of the new curriculum reform.Inquiry teaching is a teaching form that students can dispel suspicion and apply their knowledge to solve practical problems through individual or group activities.In this paper,we take " Properties of Carbon Dioxide " as the teaching design example to explain the inquiry teaching.This study is divided into four parts.To provide the theoretical basis for the writing of the later paper,in the first part,we discuss the connotation of inquiry teaching,research status at home and abroad and theoretical basis.In the second part,we take the chemistry teachers in rural middle school of Hunan including Shaoyang,Yiyang,Yueyang and Loudi as the object of study,and finally know the present situation and problems in carrying out inquiry teaching in rural middle schools.We found that the teaching situation of the rural middle school is not optimistic,the main reasons are as follows: 1.The infrastructure is poor;2.The teachers think that the practice inquiry teaching is a waste of time,and it is not helpful to the higher education;3.The teachers don’t know how to design the inquiry teaching.The third part is the key part of this paper,focus on the specific circumstances of the school,we take the "nature of carbon dioxide" as the title and design two different teaching cases,and finally put it into classroom practice.Practice has proved that the use of inquiry teaching can greatly improve students’ interest in learning and classroom participation.In the fourth part,we combine with the theory and practice research,put forward some suggestions for the practice of Inquiry Teaching.In order to give some supports to chemistry teachers in rural areas in Chemical Inquiry Teaching.We should take some practices: 1.update the idea of teaching;2.choose the content reasonably;3.create situation flexibly;4.set up study team reasonably and scientifically;5.develop students’ subjectivity fully;6.design program scientifically.