A Study Of Teaching Strategies Of Inquiry Chemistry-teaching In Middle-school

With the implementation of quality education in an all-round way and the development of education reformation of middle-school chemistry, great importance has been attached to Inquiry Teaching, which has its own advantages over other teaching approaches in developing students' scientific capacity. It has been proved that a teacher's teaching strategies directly influences his/her teaching effects. Therefore, it's necessary to make deep researches into teaching strategies of Inquiry Teaching when carrying out chemistry teaching in middle-schoolsThis article mainly discusses the problem of how to choose and apply teaching strategies of inquiry chemistry-teaching in middle-schools. It first makes an preliminary analysis of teaching strategy, showing the differences and relations between teaching strategies and other relative concepts, such as teaching ideas, teaching plans, teaching methods and teaching modes, presenting the writer's personal ideas concerning teaching strategy, including its connotation, features, classifications and four constitutive factors. Next, the writer introduces briefly the process of formation and development of Inquiry Teaching and puts forward his own opinions relative to the connotation and features of inquiry chemistry teaching in middle-schools, emphatically pointing out that we should take into consideration some factors such as teaching aims, students' traits, teachers' teaching styles, the present teaching conditions of a school when choosing and applying teaching strategies in inquiry teaching of middle-school chemistry. Last, the writer focally approaches the subject of Classroom Process Strategy in inquiry teaching from three angles: preparatory strategy, implementing strategy, evaluating strategy. In a word, this article provides a good mode of choosing and applying teaching strategies of inquiry chemistry-teaching in middle-schools based on the writer's research work..