A Practical Research: Develop Students' Inquiry Ability By Adopting Original Problems In Physics Teaching Of Senior Middle School

With the coming of age of the knowledge economy, the scientific knowledge develops at an extremely rapid pace, and the competition for knowledge is the most important factor among the competition of comprehensive national strength. While knowledge itself is inquired people to develop and innovate, the competition of comprehensive national strength will be finally showed in the form of talent competition. In the situation, the students'innovative spirit and inquiry will be raised in the process of education. The standards of physics curriculum in ordinary high school pointed out explicitly:"students should experience the process of inquiry, recognize the significance of scientific inquiry, take part in some scientific practice, try expressing their own views through thinking, and try applying Physical theory and method to solve the practical issues which relate to the real life; students should also own some abilities, including the skepticism ability, the ability of collecting and processing information, analyzing and solving problems, and the ability of communication and cooperation."The original problem arises from the real life, which has the following characteristics: reality, openness, hiding and transfer. The reason why we introduce original problem into the inquiry teaching method of Physics to develop the students'inquiry ability is that solving this type of problem requires students to own a certain degree of the inquiry ability. However, there are few researches about the original problem. According to the analysis of the characteristics of the original problem and the ability of scientific inquiry, this paper is made out the strategy of the combination between the original problem and the inquiry teaching, designed the inquiry teaching program which not only matches the teaching content but also includes the original problem, and selected two parallel classes (the experimental class and control class) to have a test. In the experimental class, the teacher adopted the teaching program; while in the control class, the teacher organized the class according to the original plan. A semester later, by comparing the changes before and after the experiment, the result showed that the students in the experimental class are more interesting than the students in the control classes on the scientific inquiry and their exploring ability has improved significantly, while the students in the control class were not very different before and after the experiment.There are also some inevitably limitedness in this paper for the narrow theory and the lack of teaching experience from the author, so this paper should be improved.