Experimental Study Of Inquiry-based Teaching With High Efficiency In "Alkalis Metal" Of Senior Chemistry

The reform of the new curriculum has been brought into operation. Inquiry-based teaching, which is advocated by the new curriculum, is of the realistic significance. New model of inquiry-based teaching and some implementers' methods have been brought forward, but only observation and questionnaire are adopted to evaluate students. Some teachers' practice reveals its low efficiency, however, this isn't supported by experiments. The paper will analyze the experiment of inquiry-based teaching to solve the problem of the low efficiency and construct a new classroom instruction to prove the model efficient. The experiment, which has been implemented in YangPu experimental school, is designed to confirm the efficiency of inquiry-based teaching according to the model. Students of experimental group are taught "alkalis metal" typically, (a chapter from Senior Chemistry for grade 1, published by People's Educational Press, 2003), in inquiry-based teaching. The lessons are devised in terms of the strategy of efficient exploring and the theory of high efficient teaching.The experiment data, analyzed using SPSS T-test, shows no "significant difference" exists in knowledge gained by students between experimental group and control group. Inversely," significant difference" exists in "useful ability" and "Non-intellective factors". In these cases, theexperimental group surpasses the control group. This proves inquiry-based teaching efficient.The paper is divided into five parts. The first is a summary on the inquiry-based teaching theory and the topic of the research; the second deal with the method of the experiment; the third highlight the steps of the experiment; the fourth attends to the analyze and discussions of the data; the fifth draws the conclusion.