The Research On Inquiring Instruction Of Physics In High School Based On New Curriculum Theory

As a comprehensive knowledge system, physical science is the result of scientificresearch activities. Scientific exploring is essentially a kind of thinking way throughwhich scientists can solve scientific problems in natural area. In order to acquirescientific knowledge and understand the nature of science and develop the ability ofscientific exploring, so better promote scientific and social development, we shouldconstruct an instructional model based on scientific exploring and adopt inquiringlearning in physical science disciplines instruction.Physics scientific inquiring instruction is an instructional way that introducesscientific exploring to the physics class. In inquiring instruction, students can perceptand understand knowledge effectively, construct knowledge, obtain emotionalexperience, master the solutions to solve problems, and then develop the spirit ofexploration and the ability to innovate under the guidance and inspiration of teachersand through the autonomous, independent exploration activities of students. In theprocess of completing exploration, the students will experience a series of activitiessuch as discovering and advancing questions, making assumptions and conjectures,designing plans and experiments, conducting experiment, collecting and analyzingevidence, drawing conclusions, reflecting on the results, learning lessons, discussingand arguing and expressing the conclusion. Then students will obtain uniqueperception and experience of failure and suffering, success and joy, and feel the charmof scientific method, learning scientific knowledge with integrated features.With the rapid development of technology and science, knowledge-economy is inthe ascendant. In the new century, talent is defined with new standards and meanings.Innovative spirits and practical capacity are getting more and more important in theknowledge-economic era. As a vocation, which cultivates human beings, educationfaces greater and more austere challenge.To meet the new requirements of education for the social development, ourcountry comprehensively promote a new round of basic education curriculum reformand advocate to guide students to challenge, investigate, explore and make a active,personal study. This is a manifestation of people-oriented thinking and also is animportant way to change the students learning pattern. With the continuous deepeningof reform in primary and secondary science education and comprehensively promotionof quality education, scientific research has been unprecedented emphasized.In July 2001, scientific exploring was brought into full-time compulsoryeducation "physics curriculum standards (experimental version)". This undoubtedlybrought new opportunity for development to the inquiring learning of physical sciencediscipline. Against this background, many areas in our country have started to developexperimental research of inquiring learning and have achieved fruitful results.However, there are still many differences in the current understanding of inquiringinstruction. Considerable research was confined to the theoretical level and littleresearch has been done about specific operational methods, the teaching style and theevaluation system. Those all brought inconvenience to the development of inquiringinstruction.This thesis starts from the background and the overall objective of the newcurriculum reform, introduces the basic theory of inquiring instruction based on thepredecessor's results, and explores how to implement inquiring instruction in physicsteaching in high school. There are four parts in the thesis.First, the thesis analyzes the background, objectives and the basic concepts of newcurriculum reform on the basis of present reality.Secondly, the thesis comprehensively points out the current situation, meaning,theoretical base and primary feature of inquiring instruction.Thirdly, the thesis focuses on the practical research of physics inquiringinstruction in high school. In this part, the thesis illustrates the specific procedures ofinquiring instruction based on an instructional case of Lenz law in chapterelectromagnetic induction and provides guidance for how to implement scientificinquiring instruction specifically in physics teaching in high school.Fourthly, the thesis discusses the misapplications and difficulties in inquiringinstruction and offers corresponding strategies to ensure the application of physicsinquiring instruction successfully.