Research On Inquiry-oriented Teaching Of Chemistry Experiments Under The New Curriculum Reform Of Senior High School

At present in middle school chemistry teaching actual, there still exists some problems. Teachers unilaterally emphasize the knowledge and skill, neglecting to train the students to explore and innovate, which has hindered student's independent development seriously; Student's study way is unitary and passive, lack of the opportunity to independently explore, cooperate and exchange, and acquire the knowledge independently; Besides, by the restriction of traditional education concept, teachers pay little attention to the students'emotion, manner values as well as individual difference in study.A large number of studies have shown that learning is significantly influence by the way of studying. New Curriculum mainly advocates scientific inquiry for students to learn from life to the classroom, from the classroom to the society and finally the students can gain from the life-long learning, and know how to explore and innovate, which is also the purpose of this study.This study used several educational research methods, just like survey research method, experimental research method, action research method, comparative research methods and so on. It has discussed how to teach in exploring experimental class, as well as the experiment contents and principles. Research shows that:Seeping the zetetic experiment teaching in chemistry teaching improves chemistry classroom instruction quality, promotes chemistry classroom teaching quality, and cultivates student's inquisition ability and the innovative spirit; has advantageous in improving student's chemistry scores; through studying chemistry knowledge may also enables the student to master the scientific learning method, promotes the student overall quality enhancement, and raises the student science inquisition ability effectively. After a year of exploring experiment teaching research:the way students learn a fundamental has changed; students'interests in chemistry have been improved, the knowledge structure has been optimized; teachers have been a fundamental change in teaching behavior.