Study On Teaching Models Of Chemistry Inquiry Learning

Since 1990s , Every country in the world has accelerated the pace of educational reform and issued a lot of measures one after another. Among these countries, some representative countries such as, America, the Great Britain, France etc. advocate comprehensive reform in teaching, with the inquiry learning its cutting point. The aspects of reform include teaching method, contents and evaluation. In February,2000, Inquiry learning was formally listed in the "Fulltime ordinary senior high course projects" by the Ministry of Education. Meanwhile, Some has begun to push on the practical exploration in primary school and junior high school as well. In 2001 the formal publication of "compulsory education chemistry course standard of the full time (the experiment draft)" and "chemistry course standard of high school"(2003) indicate that the chemistry course reform of basic education of our county has been put into effect. By contrast, the education in the vocation school responses very slowly to the inquiry learning. However, by analyzing the theory of inquiry learning and carrying on further investigation on teaching activities conscientiously in the basic educational reform should be popularized extensively in the vocational school too.By consulting both domestic and overseas relevant documents, the author proposes teaching models of chemistry inquiry learning and applies them to the actual teaching in a vocational school. Firstly, the thesis shows us the definition of inquiry learning in general and then goes deeper into the one of chemistry inquiry learning, and also its significance of implements in the chemistry classroom activities. Secondly, with the analysis of the current situations in actual classroom teaching, the author proposes several principles in complementing the teaching models of inquiry learning in chemistry classroom teaching. According to these principles, the author consults theoretical foundations including philosophical, psychological and pedagogical ones and puts forward four kinds of inquiry learning models, based on concept obtaining, problem solving, experiment exploring and object researching. Thirdly, the author carries on theory probing and practical exploration to every kind of model from its meaning to teaching program, teaching strategies and ranges of application. The author has explained further through two cases that the chemistry inquiry teaching models are actually operated. Last, thestudents' study is evaluated with the methods of inquiry learning. Practice also proves that the application of inquiry learning model s at chemistry classroom contributes to the changing of the students' way of study, arousing their study interest, training their ability of study and social responsibility all their lives.