Research On The Strategies Of Improving The Practicability Of Chemistry Inquiry Teaching In Senior High School

Inquiry teaching is an important achievement in the development and reformation of modern western education.It is a kind of teaching which creates a situation similar to scientific inquiry for students to construct knowledge and experience independently under the guidance of teachers in order to achieve certain teaching goals.In the middle of the 20 th century,some developed countries put forward educational reform one after another,taking inquiry teaching as the focus of reform.With the development of the curriculum reform of basic education in China,the educational circles began to advocate the cultivation of students' scientific inquiry ability and literacy.In 2001,the Ministry of Education promulgated the Outline of Basic Education Curriculum Reform,which points out that the traditional teaching mode should be changed in the implementation of the new curriculum,so that students can actively participate in the project teaching and be willing to explore,so as to continuously improve students' awareness of scientific inquiry,innovation and practical ability.After the reform of the new college entrance examination,the new curriculum advocates the cultivation of the core literacy of chemistry,which makes the value of inquiry teaching increasingly prominent.However,from that actual situation of education in our country at present,the implementation of inquiry teaching is not optimistic.Through the investigation on the implementation status of inquiry teaching,there are many obstacle in the actual implementation of inquiry teaching in our country.The obstacle factors include internal factors(teachers,students,inquiry teaching time)and external factors(College entrance examination system restrictions,teaching conditions,class hour restrictions,education evaluation system,etc.).Throughout the current improvement measures of inquiry teaching,the operability is not high,most of them can not really play a role in promoting the implementation of inquiry teaching,which leaves room for this study.This article through the correlation literature consult and the reorganization,the analysis,take constructs the improvement inquiry teaching implementation question the strategy as the master line,through the literature analytic method,summarizes the present our country inquiry teaching implementation existence the question,then analyzes the summary question and bases on the reality foundation embarks from the hindrance inquiry teaching implementation two intrinsic factors,by inquires into the teaching expense length of time,From the two cut-in points of inquiry teaching and the efficiency of knowledge imparting,the corresponding teaching strategies are put forward: In view of the contradiction between the length of inquiry teaching and the limitation of class hours,unit inq uiry teaching is adopted,and theoretical inquiry teaching strategy is adopted for inquiry teaching and the acquisition of basic knowledge,and corresponding teaching ideas and modes are constructed for the strategy under the guidance of constructivism theory.Through the design and implementation of specific teaching cases in the control class and the experimental class teaching education experiment,after the experiment through quantitative comparative analysis before and after the test of chemical scores,and through the questionnaire survey qualitative detection of students' interest in learning,explore consciousness,thinking ability before and after the test changes.By comparing the results before and after the test,it can be concluded that these te aching strategies can effectively improve the students' chemistry learning results;Through the questionnaire survey and statistical analysis,we know that students can improve their learning attitude,interest in learning,subject consciousness and inquiry consciousness after the implementation of the improvement strategy.Finally,through the summary and the reconsidering,proposed the insufficiency which this paper exists: 1.This improved teaching experiment is only a semester practice in a class of high school,and the long-term effect should be through many corresponding teaching practices.2.The improvement of this strategy has increased the requirements for teachers to a certain extent,and the improvement methods need to be further studied and practiced in the future.In the future teaching,we will continue to enrich and improve this study.