Study Of Collaborative Inquiry Learning In Chemical Instruction

This thesis probes the theory and practice of collaborative learning in chemistry classes on the ideal of curriculum integration. In the first part, historical research, literature research and theoretical discuss methods were introduced to help inquiry the questions of rationality, feasibility and theoretical foundation in collaborative learning. In the second part, actuality analysis, modeling, and theoretical discuss methods were used to develop models of collaborative learning and their instructional strategies. In the third part, survey, interview and action research were used to explore the effects of collaborative learning and its ameliorations.The result of empirical research tells:(1) Collaborative inquiry, learning improved student's ability to carry out collaborative learning and scientific inquiry.(2) Collaborative inquiry learning helped better the climate of classroom in chemical instruction. It improved learners' subjectivity, critical thinking and problem-solving ability, impelling them to learn in an active, cooperative and inquiry way.(3) The relevancy between collaboration and inquiry is tight; any disregard on either side would be harmful to another for its application.(4) Collaborative inquiry learning optimized learners' diathesis or individual styles, no matter on the objectivity of spirits, on the willingness to action, or on the quality of personnel expression and communication.