Inquiry Teaching Design In Chemistry Guided By Gagne's Theory

Elementary education is a foundation project of education undertakings and the cornerstone of improving national quality, Science education in primary schools and middle schools should be focused on fostering students' scientific accomplishment in scientific inquiry (processes, methods and competences), scientific knowledge and skills, affection and valuable concepts, relation between science and technology and society . Science teaching meets this requirement ,Value orientation of present science education of our country basically directs towards two aspects: one is towards narrower rationalism ,and the other is towards one-sided toolism. Thus value deviation appears. Therefore, reforming science teaching methods is an urgent and practical problem. This study was made through the analysis of this problem." Inquiry is the central link of studying science", and inquiry teaching is becoming the central topic of new science teaching. Being based on Gagne's principle of teaching design, and in view of the disadvantages in present chemistry class teaching, implementation of inquiry teaching design was put forward. This thesis probes the ideology of inquiry teaching design, analyzes the factors that inquiry teaching design consists of(teaching aim, task analysis, teaching materials, teaching circumstances and teaching evaluation), constructs the procedures of inquiry teaching design which involves two teaching events and three designing levels, and made an experiment on chemistry teaching reform, two teaching events are inner event and outer event. Inner event means analyze the tasks according to the students' prior level and a basis of teaching outer event, outer event is to decide the teaching aims, teaching contents, choosing of teaching media, create contents of teaching, and do teaching evaluation: three designing levels are divided according to different teaching contents, the first level contains inquiry aims, contents, knowing about the students' previous levels, which belongs to general design and guide the other design. The second is concrete system matching with the fist level and complete the main tasks of teaching processes in the fist level. The third is a design of feedback. This thesis also explores thoughts of the inquiry teaching design as follows: Inquiry teaching design is under the control of inquiry teaching aims, according to students' previous level and character that is the inner condition, it is designed from the outer factors which can affect the students, and the process ofmodifying the teaching design by evaluation and feedback, this is the basis principle of our carrying out inquiry teaching design. The experiment is composed of tow procedures: The first is from September 2001 to July 2002,the inquiry step of experiment, The second is form Sep 2002 to January 2003) the formal experiment.The conclusion obtained from the experiment can be stated as follows:The first: Inquiry teaching can improve students' interests of learning chemistry and foster their scientific attitudes towards chemistry learningThe second: Inquiry teaching can enhance students' subject consciousness and inquiry consciousnessThe third: Inquiry teaching can foster students; multiple abilities of learning chemistry and make them master scientific methods of solving practical problemsThe fourth: Inquiry teaching can improve students' achievements and enlarge their scientific knowledge...