The Research Of Practical Instruction About Inquiry Learning In Chemical Education Of Middle School

Inquiry learning is recommended in the new basic education curriculum innovation which is a new area in our country while has an over thirty years history in American. To create an instruction flow that is adapted to basic education and blossom in our country will take great efforts. The purpose of this research is to discuss its essential theory and the construction of chemical education instruction flow.On the base of a great deal of material, the contemporary research and practice can be reduce to instruction mode, inquiry learning with teacher, inquiry learning with student, and its effect.This research argues that inquiry is necessary to study and development of student; inquiry is the nature of student and the essence of science, which is the firm base of practical inquiry learning.We define the meanings of inquiry learning, and then analyze its characters. The character of problem is that centering on problem, beginning with asking problem, ending in finding a new problem. The character of subject is that student is subject of inquiry learning, contradiction between student and learning content is dominating. The character of exchange is that centering on communication between students which may lighten teacher's burden. The character of experience is that through participating in inquiry learning student can acquire experience of meta-cogitation, instruction method and instruction strategy.The research puts forward three phases in inquiry learning which are problem, hypothesis and evidence, explain and evaluation. The order in the latter two phases can be adjusted according to different conditions. Also constructs basic instruction flow: set up teaching context and put forward problem-organize teaching and inquiry, exchange with each other-enlighten and guard, synthesize and develop. Owning to influence of traditional teaching, students' diverse character and different learning conditions, many transpositional forms can be derived from the basic instruction flow in practical inquiry learning. Depend on whether students are guided by teacher, six levels from directional inquiry to free inquiry arise. And according to phases, inquiry learning is divided into entire-inquiry and part-inquiry. It is the diversification of transpositional forms that insure inquiry learning worksdeeply and extensively.In order to make good use of the time which is limited in class, Inquiry learning is centered on emphases, difficulties or keys. Based on different learning contents, many instruction cases are designed to cultivate student' ability.The research also discusses influence on teacher and student by practice in chemical instruction. We analyze and interpret the material of students' action, questionnaires, interviews and inquiry reports using qualitative research. The result is that inquiry learning brings on good effects. Teachers not only enjoy instruction with changed opinions and lightened burden, but also recognize the higher requisition of curriculum innovation. On the other hand, inquiry learning strengthens students' inquiry consciousness and creative ability, they are more interested in learning chemistry, more likely to share and cooperate. Science attitude, science method and science literacy are completely cultivated.