Research On The Teaching Design Of Inquiry Experiments In Senior High School Chemistry

The chemistry curriculum standard of senior high school（2017 edition）puts forward to vigorously develop chemical experiments based on students’inquiry process,stimulate students’interest in learning in the process of experimental inquiry,promote the change of learning mode,and cultivate the core quality of"scientific inquiry and innovation consciousness".The application of inquiry experiment teaching conforms to the nature of chemistry and the trend of curriculum reform.But there are too many uncontrollable factors in the implementation of teaching,and the quality of teaching design will directly affect the whole teaching process.Therefore,under this background,it has important practical significance and value function to study the teaching design of high school chemistry inquiry experiment.This study mainly uses questionnaire survey,interview,literature research and other methods for analysis and research.The paper consists of five parts.The first part is the introduction,introducing the research background,analyzing the development status of inquiry experiment at home and abroad,explaining the purpose,significance and content of the research,putting forward the theoretical basis of"Sachmann’s inquiry teaching theory","constructivism theory","Bruner’s discovery learning theory","situational teaching theory",and defining the relevant concepts.The second part investigates and analyses the current situation of exploratory chemistry experiment in senior high school by means of questionnaires and interviews.In the third part,aiming at the problems existing in the investigation,the chapter characteristics of metals and their compounds,the selection of exploratory experimental teaching content and the links of teaching development are analyzed and studied.In the fourth part,the author takes the mandatory chapter of"Na₂CO₃ and NaHCO₃ nature inquiry","exploring the nature of Al（OH）₃","Fe²⁺and Fe³⁺mutual transformation"as an example to design specific teaching cases,and carries on the practice in teaching.At the end of the practice,the teaching effect is analyzed by comparing the results of the students’interviews and the two tests,and the design of exploratory experiment teaching is further optimized.The fifth part is the summary and outlook of the study,listing the results of this study,reflecting on the shortcomings of the study,and putting forward the prospect of follow-up research.Through this study,we deepened our understanding and understanding of inquiry experiment teaching,and put forward relevant teaching cases and suggestions in view of the current situation of low efficiency in chemistry inquiry experiment teaching.It not only improves the quality and efficiency of classroom teaching,but also improves the students’inquiry ability and innovative consciousness.It also provides reference for the majority of middle school chemistry educators on inquiry experiment teaching.