Research On Inquiry Teaching And Receiving Instruction Fusion

By doing surveys, interviewing some experienced chemistry teachers, we can get the experience of the rate of arranging explorations in Chemistry Teaching and time spent in the empirical findings. We also explore the main reasons of time-consuming, and get to know how to do overall design of the inquiry teaching from the time dimension according to survey results and theoretical analysis. Then under the conditions of our country and the existing education system and the conflicts between the objectives of education and teaching, we propose a new studying method combining inquiry learning and accepting learning from learning dimensions. And through theoretical analysis, class design, the analysis of survey results, we studied the effectiveness of the integration of two learning methods. I hope this can be a reference for all the educators of chemistry.This article includes four parts, each of which reads as follows:The first part is of the purpose and meaning. It gives a brief introduction of the origin of the topics, the research directions and the research value.The second part is of the time dimension --- the survey and analysis of inquiry teaching. Mainly from the time dimension to the overall design of the inquiry teaching issues involved in survey and analysis, including the hours of teaching time in the proportion of the total, arrangements for the number of fully investigating the activities of each semester, and the frequency of local arrangements for the exploration activities and the time used for each activity. The third part is of learning dimension --- the integration of reception learning and inquiry learning. This part is elaborated from the following three aspects.1. Theoretical analysis. Focus on the literature searching, summarizing and analyzing of the historical evolution of reception learning and inquiry learning, the comparison between reception learning and inquiry learning, and the matching of chemistry study and learning methods.2. Classroom design. The author starts from six opponent comments of research study, combining teaching samples, and explaining how to avoid the deficiency or deficiencies to the utmost extent and how to improve and optimize the inquiry learning from the integration of inquiry learning and reception learning to downloading the patch information to strengthening the integration of classroom summary 3. Detection and analysis of fusion effect. After one year of the teaching experiment, the author did significance test of difference on the students' academic records, meanwhile, combining questionnaires with interviews and some other methods to investigate the students' evaluation of this teaching method and the impact of the use of this teaching method on their scientific attitudes and scientific spirit.The fourth part is the conclusion, which talks about the review and evaluation of research results and the author's prospects for curriculum reform.