The Research Of Essential Theory And Teaching Model About Inquiry Learning In Chemical Education

Inquiry learning is a very important part in the new basic education curriculum innovation which is a new area requiring more deep research. The purpose of this research is to construct its essential theory and teaching model in chemical education.The research discusses the development of inquiry learning following its historical route on the base of a great deal of material. From early simplism to Zolaism, empiricism, structuralism, till contemporary constructivism, being teaching method to important idea, fostering person of outstanding ability to all people, inquiry learning constantly absorbs fresh nutrition and achieves more development. Contemporary research and practice can be reduced to teaching model, inquiry learning with student, with teacher, and its effect.The research argues academic foundation of inquiry learning in wider vision. Because one possesses demand for inquiry, learning is of inquiry, and the essence of science is inquiry, inquiry learning can be come into being and brought into effect.Circumfusing inquiry, the research analyzes the relation between inquiry and inquiry learning by dividing inquiry into general inquiry and scientific inquiry. The research views that inquiry offers learning content, learning goal, teaching strategy and learning style. We then define and analyze the meanings of inquiry learning. Inquiry learning is that learning for inquiry, learning to inquiry and learning through inquiry. In the process of learning, student collect evidence, makes explain and construct rationally by practice and cooperation centering on problems which come from his own curiosity and need. The character of inquiry learning is that centering on problem, aiming at construct, emphasizing practice and independent participation and attaching importance to cooperation and communication. It is of great value, which can cultivate students'problem consciousness, enrich their knowledge structure, make them learn and grasp inquiry method, foster scientific spirit and axiology. The research discriminate several correlative concepts which are inquiry learning, heuristic teaching, discovery learning and investigative learning so as to clarify the understanding.Teaching is main channel of school education, and the research constructs problem-inquiry-construct(PlC) teaching model composed of five phases which are problem, hypothesis, evidence, explain, and evaluation. Owning to influence of traditional teaching, students' diverse character and poor condition, students can't develop free inquiry directly and needn't implement those five phases entirely. Due to this, we construct transpostional form of PIC in which student develop not only guided-inquiry, open-inquiry, but also entire-inquiry, part-inquiry. The diversification insure every school, every classroom and every child can inquiry effectively.The research also suggests teaching strategy and learning means for inquiry learning. Teacher should set up problem context and cooperative inquiry group, organize cathedra and play the inquiry model. The means to solving problem are diverse, then in inquiry learning students may have several learning means which include experiment, investigation-experience, dialogue-communication, and roll play.The research discuss the effect of inquiry learning and the value of PIC by practice in chemical teaching. We analyze and interpret the material of students' action, interview, kinescope and inquiry report using interpretative method. The result is that inquiry learning and PIC strengthen students' problem consciousness, self-determination consciousness and ability, foster scientific method and attitude, makes cooperation and communication as one part of learning style, and it promote the development of every student.