Research On Inquiry-based Unit Teaching Under Domestic MYP Chemistry Framework

With further promotion of education reform within the country,various international courses are increasingly favored by students and parents.In order to better implement the International Baccalaureate curriculum(IB),teachers at the front-line from international department of public schools are challenged with how to integrate local chemistry curriculum in Shanghai and IB Middle Years Program.This research will first introduce the MYP chemistry curriculum concepts that incorporate Chinese cultural characteristics;taking constructivism as the teaching thought,the teacher will carry out inquiry-based teaching activities related to chemical experiments,flipped classrooms,and task-driven activities so as to study whether the implementation of inquiry-based unit teaching promoted by IB has a positive impact on students' performance in knowing and understanding,inquiring and designing and reflecting on the impacts of science;the teacher will lastly adopt multiple evaluation methods based on MYP to evaluate students' learning results.This research mainly uses scientific research methods such as literature research,questionnaires,interviews and case studies.This research is carried out according to the logical idea of ‘theory-design-practice',which includes to study relevant domestic and foreign literature,design unit tests for basic knowledge,experimental reports and assessment criteria for experimental activities and practical activities.The practical steps are mainly divided into three stages: before the implementation of the inquiry-based unit teaching,the transferred students are tested on the basic knowledge of ‘acids,bases and salts';teachers carry out inquiry-based teaching activities including chemical experiments,flipped classrooms and task-driven activities(Transferred students and the originally enrolled students are evaluated in a diversified way).Through the comparison of the results of pre-test and the post-test,the research analyzes whether there is significant difference and improvement in students' learning outcomes.The evaluation of learning outcomes is mainly carried out from the aspects of knowing and understanding,inquiring and designing,and reflecting on the impacts of science.Through the research,it is found that after the implementation of inquiry-based unit teaching,students' achievement level in knowing and understanding has not been significantly improved,but in the aspects of inquiring and designing,and reflecting on the impacts of science achievement level has been significantly improved.