Study Of Science Education At The Core Of Scientific Inquiry Teaching Strategies

Science education is a social activity, with the contents of teaching science knowledge, training science skills, and foster science spirit, and with the target of enhancing the science literacy of the educated. Science education needs proper teaching strategies. Scientific inquiry reflects the nature and characteristics in process of science to great extend. This idea has gained great emphasis in the field of science education since the past century.The topic of this research, the teaching strategies of science education with the core of science inquiry, reflects the persistent concern and enthusiasm in the process of science education and teaching. The researcher summarized and combined the related theories through theory study, and comparative study of teaching strategies both China and some other countries, and at the same time, carried on various forms of positive research by methods of case study, education narrative and action study.The research made the following basic assumptions: 1, the science education needs the teaching strategies with the core of science inquiry, because it reflects the nature of science demands science education. 2, the science education in China especially needs the teaching strategies with the core of science inquiry, because the science education in China is in the period of development. There is a conflict between ideal and reality of science education in China. 3, using the teaching strategies with the core of science inquiry can promote the professional development of the science teachers. 4, the design and development of teaching strategies of science education with the core of science inquiry h ave an internal rules and should follow principles accordingly.The achievement of this research is to: 1, in view of the nature of science and the goal of education, the reform and development of science education, the history and status quo of science education in China, to study and analyses the theory foundation and research value of the teaching strategies with the core of science inquiry. 2, examples of teachers from the United States, New Zealand and China are given in the method of education narrative to perform careful case study and comparative analyses in the aspects of science teaching strategies in China and some other countries. 3,during the training of science teachers in Macao, active study was carried in order to design the teaching strategies with the core of science inquiry and to see influence of them on the professional development of teachers. 4,to carry out active study on designing science inquiry activities and discovering the principle of the designingThe research has formed the following conclusions: 1, nature of science could be described in three dimensions, the scientific world view, scientific inquiry and the scientific enterprise. The ideal science education should be a balanced education between scientific reason and human ethnic. It should be after not only the truth of science but also the beauty of human nature. 2, at the present stage, the science education and science courses of our c ountry are oriented from the modern western science education, no matter from structure or from the contents. Regarding the teaching concepts and methods, they are deeply influenced by ancient education and traditional culture of China and they lack of the tradition of science inquiry and matching teaching strategies. 4, the strategies of science teaching in China and some other countries have great differences in choosing vehicles, judging values and research methods, and they need exchange and communication. 5, using the teaching strategies w ith t he c ore of s cience i nquiry during t raining o f s cience t eachers could benefit the understanding of the nature of science and improved teaching behavior of the teacher. 6, to learn science through science inquiry activities is an important teaching strategy of science education. It should emphasize on the quality of inquiries, cultivating the ability of raising assumptions and predictions, enhancing the consciousness of evidence, knowing the limitation of conclusion and the value of critical thinking.The above points 2 and 6 have not been reported in any related research and are creative opinions to some extends.