The Research On The Design And Teaching Of Inquiring Chemistry Experiment

With the deepening and development of modern education reform, the function of experiment teaching is more and more widely known. Traditional chemistry experiment, yet, is mainly proving experiment only including experience knowledge based on experiment phenomena and theoretical knowledge based on experiment theory. And it looks evidently outmoded and narrow. The inquiring chemistry experiment can eliminate these drawbacks and develop its functions, so the teaching on it is paid more and more attention.Although the research on the inquiring chemistry experiment is still in primary stage, the theory on it is relatively mature. Of course, the teaching practice on it seems weak, blind and casual. Therefore, it's my aim to research systematically the teaching of inquiring chemistry experiment by integration of theory with practice.The thesis is based on the teaching practice and the research from home and abroad about this field for reference. It aims to research primarily the theory and method about the design of inquiring chemistry experiment. It elaborates at first the necessary of reform to the teaching of inquiring chemistry experiment, and gives the definition of inquiring chemistry experiment through analyzing its meaning and functions. Then it discusses its theory foundation, design principles, design of the contents and design of teaching process and assessment, the summary for its practice at last.The research is based on constructivism. Constructivism views that learning is a sense constructing process which is under definite context namely social cultural context by din help of others namely cooperation. It thinks that students get knowledge by sense constructing with the help of others at definite context instead of teachers' instruction. The theory of learning emphasizes students as the center of learning, and need not only students turn to the subjects of information processing but also teachers to become the helpers and promoters of initiative sense construction instead of lecturer of knowledge. So it needs teachers use completely new teaching method instead of traditional teacher-centered method.For the design of inquiring chemistry experiment, its contents should base on the ideas of combining textbooks with life and emphasizing problems from comprehension. At teaching practice, we can choice the contents of inquiring chemistry experiment from seven different aspects: (a) difficult questions from teaching and learning, (b) difficult proving experiments...The thesis divides the whole teaching process into the following three stages: preparation stage, implementation stage and summarization stage. Assessment is one indispensable step in the teaching process. The assessment for the teaching of inquiring chemistry experiment is different from traditional teaching assessment. The former pays attention to the experiment result, and also the experiment process; the assessment object turns from teachers to students; the contents of assessment are learning ability and the sense of cooperating learning; varied assessments and unclassified should be used too.The practice process proves that the construction of inquiring chemistry experiment through teaching practice under the guiding of theory can correct the blindness and casualncss of practice, it also can improve students' learning enthusiasm, going-ahead and creativity, and cultivate their learning ability, literacy, so as to accomplish the whole function of education.