Research On The Implementation Status And Improvement Strategy Of Chemistry Inquiry Teaching In Junior Middle School

With the gradual development of the basic education curriculum reform in our country, inquiry teaching has become the focus and breakthrough point of the new curriculum reform. In the more than ten years of the new reform, it has achieved some results and experience. But there are many problems, such as first-line teachers to accept the degree and the effectiveness of the implementation is still unknown;they are the lack of empirical research and so on.This article from the point of view of positivism,using the questionnaire survey method, interview method to investigate the present situation of the implementation of Chemistry Inquiry Teaching in junior middle school in Chongqing.Using the method of experiment and questionnaire, and combining with the qualitative and quantitative research methods to study the improvement strategy of Chemistry Inquiry Teaching in junior middle school.This paper is divided into five parts: the first part is the introduction, mainly introduces the research background, significance, ideas and methods.The second part is theoretical basis and literature review, in order to understand the theoretical basis of inquiry teaching and research status at home and abroad in recent fourteen years. The third part is to investigate the status of the implementation of junior high school chemistry inquiry teaching, through the preparation of the questionnaire and interview outline, the teachers and students were investigated.The fourth part is the study of the improvement strategy of the junior high school chemistry inquiry teaching, through the design of the inquiry based teaching strategy to improve the case, the experimental class to take the inquiry based teaching, the control class is using the traditional teaching methods. Through a series of measuring instruments, the changes of the related factors of the students in the experimental class are measured before and after the use of the strategy. The fifth part is the summary and thinking.Through the investigation of the present situation of Chongqing junior middle school chemistry inquiry teaching, the results show that:(1)On the whole, teachers’ acceptance and enthusiasm of inquiry teaching are higher, and the requirement of curriculum standard is positive.(2)In the exploratory experiment, the number of students hands-on experiments is very few, the degree of freedom of the experiment is very low, the research meaning is not obvious.(3)There are more interaction between teachers and students in exploring the classroom performance, but the students’ speech is less, the inquiry participation degree is low, and the students’ subjectivity is difficult to reflect.(4)In the research method and reflection, it is a general reflection of the characteristics of chemistry discipline, but the lack of innovation and diversification.(5)In exploring the teaching evaluation, the evaluation of the students mainly in the process of the main, compared to the traditional performance based on the phenomenon has been improved, but the lack of quantitative evaluation criteria.(6) In the exploration practice, it has encountered many difficulties, such as teachers’ own teaching beliefs,lack of effective teaching strategies, exam pressure, etc, the effectiveness of the implementation is not satisfactory.Through inquiry teaching improvement strategy of teaching experimental research.The results showed that:(1)Through the strategy of improving the experimental study,the students in the experimental class had a significant improvement in the chemistry learning achievement. The students’ inquiry learning thinking, subject consciousness and the effectiveness of classroom learning have been improved.(2)The deficiency is that the improvement of strategy is not obvious to the students’ ability of experimental inquiry; the degree of freedom of the experiment is to be improved;more subjective evaluation, lack of systematic and quantitative evaluation criteria. This shows that the implementation of inquiry based teaching to a certain extent, the more successful, but also hope to do further enhance and improve.