Design For Chemical Issue Worthy Of Exploring

One of the most remarkable characteristics of the chemistry curriculum reform about the basic education is the changes on the ways by which promote the learning styles of students, vigorously propose the learning style which is mainly focused on scientific research. And the scientific exploration is served as the breakthrough point in the curriculum reform. It should change the universe models that teachers always instill, while students just cram all the teachers have taught them, and it should transform into the chemistry learning and teaching models which are mainly focused exploration. In the instruction practices, the primary task of scientific exploration is to propose questions. However, not all chemistry questions can ignite the scientific exploration activities and be deserved to our attention. Only those valuable chemical questions can excite the students interests and inquiring consciousness which is worthy of our attentions. Therefore, it is of great importance and value to the present chemistry instructions how to design the inquiring chemical questions.In this paper, we will discuss how to design inquiring questions in the chemistry instructions of high school. In the research process, we employed the combination of instruction practice and literature learning, and as well as the basis of eight element, the meaning and types of chemical questions which is demanded for scientific exploration in the Full-time Compulsory Education"Curriculum Standards of Chemistry (trial version)", and taking the local chemistry instruction practice into account, and as a result, it has defined the meaning, characteristics and classifications of inquiringly valuable chemical questions. The tactics of question design have been proposed as well as the experiment research.From the experiments lasting more than one year, we have gained conclusions as follows. Firstly, all these measures can excite the student's interests that make them learning from practice and thought; moreover, it has improved their thinking ability. Secondly, from experiments, it have strengthened the ability of proposing questions and trained the question consciousness of students.