The Comparative Study Of The Design Of Scientific Inquiry In Three Versions Science Textbooks For Chinese Junior High School

Scientific inquiry is both one of the most important core literacy science,and an important goal of science curriculum implementation so that the scientific inquiry thinking should be saturated in the teaching process,to promote the students' ability of scientific inquiry in the teaching process.The scientific inquiry teaching design,is the implementation of the important premise and guarantee of effective scientific inquiry teaching,but the science inquiry teaching textbook design often appear formalized,and floats on the surface of the seven elements of scientific inquiry without paying attention to the evaluation and reflection of scientific inquiry learning,which has also not penetrated the process of scientific inquiry without considering whether the designed inquiry process reflects students' scientific thinking and can promote the improvement of students' scientific inquiry ability.Based on the above questions,this paper took the inquiry design of the relationship between current and voltage resistance as an example,and launched research focusing on the main problem,which was how to design scientific inquiry in textbooks.In order to solve this main problem,this paper conducted a comparative study on the inquiry design of the relationship between current and voltage resistance in the three versions of junior high school physics textbooks from the three dimensions of the question that the development mode of scientific inquiry ability drived scientific inquiry.It was found that students' abilities of scientific inquiry to build were basically the same in the three editions of textbooks.Compared with human education edition and Shanghai science edition,textbooks of Zhejiang education edition had lower requirements for the development of students' scientific inquiry ability.From the structure of the driving problem,the driving problem of the three versions of the textbook is mainly open type problem,the filling-in-the-blank type problem as a supplement;From the perspective of the value orientation of the driving problem,the proportion of pointing ability in the textbooks of people's education edition was slightly higher than that of Zhejiang education edition and Shanghai science edition.This paper analyzed the features and design intentions of different versions of textbooks,and three suggestions were put forward for the compilation of the inquiry design in textbooks: the collaborative development of multiple scientific inquiry abilities and key scientific inquiry abilities;Flexible use of combined support to promote the development of scientific inquiry ability;Creating quality problem(chain)drives the process of scientific inquiry.Based on the basic theory of scientific inquiry and the suggestions put forward after comparison,the research design of the relationship between current and voltage resistance was adapted.This paper mainly consisted of six parts: first,the research background and significance;Secondly,the existing models of scientific inquiry learning at home and abroad,evaluation system of scientific inquiry learning,and the study of scientific inquiry in textbooks are sorted out.Thirdly,the content and methods of the research were determined,and the relevant comparative dimensions and coding items were established.Fourth,research data to obtain research results were collected;Fifth,theresearch results were discussed;Sixth,Suggestions on the compilation of the design of scientific inquiry in textbooks and the adaptation of the design of scientific inquiry in textbooks were proposed.