Research And Practice Of Inquiry-Based Classroom Teaching Design In High School Chemistry Based On STSE Education Philosophy

In this paper,based on a large amount of literature reading,the literature of STSE in the field of chemistry in China Knowledge Network(CNKI General Library)was visualized and optimized by citespace software,and a knowledge map of keyword clustering was drawn to understand the current situation and future trends of its development in the field of chemistry education in China and the depth of research in the current classroom.In addition to the literature and related educational theories,teachers and students in different schools were used as the targets of the survey,primarily using questionnaires and interviews,to conduct an investigation into the current situation of the development of inquiry-based classroom in high school chemistry based on the STSE teaching concept,in an attempt to analyse the status of students’ understanding,teachers’ classroom status and cognitive attitudes in the context of the STSE concept and inquiry-based classroom in the current development of China’s curriculum reform and This study is an attempt to explore the status of students’ understanding,teachers’ perceptions and attitudes,and schools’ implementation of STSE.By considering the STSE teaching materials involved in different sections of the compulsory textbook and the textbook contents,and taking into account the problems that need to be noticed in the real implementation of the chemistry inquiry-based classroom,the framework of an inquiry-based classroom in high school chemistry based on the STSE educational concept is designed,and the principles,steps and strategies for conducting the classroom are summarised,and then suitable contents in the compulsory classroom in high school chemistry are selected to carry out The teaching design was put into practice and a controlled experiment was conducted in a class of the same level,in which the STSE teaching concept was used throughout the teaching design and an inquiry-based classroom was used to fully guide students.After the practice was conducted,paper and pencil assessments,questionnaires and interviews were used to analyse the students’ teaching experience,subject knowledge,inquiry ability and social awareness,and it was found that three practical effects were achieved: Firstly,it promotes students’ interest in the subject and their desire to investigate Secondly,it creates more opportunities for students to discuss and participate,enhancing their interactive experience,and finally,it develops their core literacy in the subject of chemistry.In response to the findings and observations of this study,we conclude that a chemistry classroom designed based on the STSE education concept can effectively stimulate students’ interest in learning,improve their ability to understand and master chemistry concepts and laboratory skills,and contribute to future problem solving.In addition,the STSE educational concept has been applied effectively in secondary school classrooms,and can serve as a model and reference for teachers.It is worth noting that in today’s educational context,chemistry is increasingly linked to life,and new textbooks and examination papers focus more on the development of students’ practical skills and comprehensive qualities,which means that China is placing more emphasis on selecting comprehensive and innovative talents in the selection and training of talents.Therefore,we emphasise the integration of the STSE education concept into teaching practice in order to promote the overall development of students and the realisation of social needs.