Inquiry Teaching Theory And Application In High School Physics Practice

With the arrival of knowledge economic times, the talents that our society needs have changed into ability-oriented from knowledge-oriented ones, which gives a higher request for our basic education.To meet such request, many new teaching-learning models have sprouted out, such as Situational Teaching Model, Research Learning, Co-operating Learning models and Inquiry Teaching Model, in which, Inquiry Teaching is paid special attention in high schools. Inquiry Teaching methodology aims at helping arouse students' inner interest so as to initiate their own desire for observation, inquiry andresearch.This paper is a research on how to apply Inquiry Teaching theory to high school physics teaching practice. Four chapters are presented: the first chapter is a brief introduction to Inquiry Teaching, including its definition, nature and connotation; in Chapter 2, the author gives an theoretical account of Inquiry Teaching in the views of cognitive psychology, significant learning theory and constructive learning theory; in Chapter 3, Inquiry Teaching types are classified and in the meantime, some main Inquiry Teaching models home and abroad are introduced; in the last chapter, the author focuses on how to carry out Inquiry Teaching models in specific high school physics teaching. In this chapter, an accessible analysis is firstly made, which is based on the features of the current high school physics teaching, the teaching syllabus and the characteristics of the students. Then, on a basis of it, a teaching design is made. Eventually, "the Motion of Level Projectile" being taken as an example, the paper illustrates how to put the above teaching design into practice. During the whole process, two types of Inquiry Teaching models are employed. One is directional inducing model, involved inteachers' explanation and students' experiments; the other is free inducing model, involved in students' own experimental designs.