| This paper studies the theory and practice of inquiry-experimental teaching about chemistry in senior schools. It traces back to the ideas of ancient inquiry teaching and makes a study of the development of inquiry teaching, probing into the basic theory and the model construction concerning inquiry teaching and learning. It also surveys the teachers' and students' cognition toward inquiry instruction and its implement in WuXi-an experimental area of new curriculum. The research, based on the idea of newcurriculum, aims to refine the theory on the design of inquired-experiment teaching and makes it most excellent in classroom teaching. A comparative research was done in two classes of first year students in a senior high school attached to SuZhou University ,one as the experimental group and the other class as the controll group,with qualitative and quantitative analysis.Result s:1. Both the teachers and the students in the experimental area were satisfied with the lay-out of the new curriculum as well as its knowledge system. The teachers were confident in the prospect of the inquiry teaching, but they thought there would be some obstacles in the process of carrying it out. The students overvalue their own inquiry abilities, which didn't agree with the teachers' assessment.2. Students' inquiry abilities developed with their basic knowledge and basic abilities; The eight key elements about inquiry abilities are closely related to one another, among which explanations and conclusions, reflection and appraisement were especially important.3. Inquiry-experiment teaching could help to increase students' confidence in learning and to arouse their interest in chemistry study.4. Inquiry-experiment teaching could help to develop students' inquiry abilities such as the ability to put up with hypothesis ,design their experiments,control variances and elicit conclusions.5. Inquiry-experiment teaching could help to improve scientific literacy of students. |
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