Evaluation Research Of The Effectiveness Of Inquiry Teaching Behavior In High School Chemistry Classroom

It is pointed out in the basic idea of high school chemistry curriculum standard that "attainment-oriented" teaching should be carried out.The present teaching mode is different from the traditional teacher-centered teaching mode.Teachers begin to pay attention to the optimization design of teaching content and guide students to change their learning methods.Inquiry-based teaching can help teachers change teaching methods,improve students' dominant status,and meet the goals and requirements of the current new curriculum reform.Therefore,to carry out evaluation research on the effectiveness of inquiry teaching behavior in high school chemistry class can,on the one hand,understand the level and characteristics of inquiry teaching in chemistry class,on the other hand,summarize the existing problems and put forward optimization strategies to help teachers improve teaching.Firstly,literature research was used to sort out and summarize the Inquiry teaching evaluation tools proposed by scholars.After comparing advantages and disadvantages,Electronic Quality of Inquiry Protocol was adopted as a qualitative evaluation tool.Secondly,through literature research and repeated observation of examples,Based on the Chemistry Class and Information technology-based Interaction Analysis System,CCITIAS,the Chemistry Class Interaction Analysis System(CCIAS)is optimized as a quantitative Analysis tool.Finally,the two tools are integrated to construct the analysis system.The analysis system is used to collect and process data respectively.To evaluate high-quality lessons from the five factors(time usage,teaching,discourse,evaluation and curriculum),can get the characteristics and models of explorative teaching,then use the model to evaluate the teaching level in normal lessons.The analysis system of inquiry teaching behavior in high school chemistry classroom constructed in this paper can effectively evaluate teachers' inquiry teaching behavior in class,and provide evaluation basis and reference paradigm for teachers to optimize corresponding teaching design by analyzing the difference of inquiry teaching between high quality class and normal class.This paper has certain theoretical value and positive practical significance to promote the new round of teaching mode reform based on "attainments",especially the iterative updating and evaluation improvement of theories and empirical research related to instructional design of classroom inquiry teaching behavior.