Advance Organizer Strategy Of Inquiry Teaching In High School Physics Research

Content:High school physics "inquiry teaching" is a kind of teaching method which probes primarily physical problems. Inquiry teaching has no fixed mode of instruction. It varies with the content, objectives, situation and educator involved in the teaching. High school physics inquiry teaching takes its instructional objective as the raising of the level of students' scientific accomplishments. It attaches importance to the process of language acquisition, cooperative learning and formative evaluation. In theory, inquiry teaching is studied widely in China, but the research is insufficiently thorough. There are a few specific operational modes actually in use in China, and there are few integrated models incorporating inquiry teaching and other teaching strategies.An additional important tool in modern teaching is the "Advance organizer". Proceeding form the transformation of the students'cognitive variables, "Advance organizer "teaching strategy can erect a bridge between the old knowledge and the new knowledge to be learned, and this can also facilitate the students' comprehension of new knowledge and the consolidation of the old knowledge. Since the Advance organizer was born, the Advance organizer teaching strategy has acquired outstanding achievements not only in function and scope, but also in technology and other aspects. Research on Advance organizer in China has achieved positive results, particularly in the area of academic teaching and learning.Today in the course of China's new curriculum reform and inquiry teaching's vigorous development, the combination of the Advance organizer and inquiry teaching has vital academic significance and theoretical value. In this paper we undertake a study of the practical implementation of inquiry teaching at the high school level. In addition, we attempt to integrate these approaches in a coherent teaching theory based on a thorough review of the literature, experiment, interviews and survey questionnaires. Specifically, over a period of two semesters teaching experiment, the author implemented high school physics inquiry experiment using the Advance organizer strategy. The outcome shows that based on the Advance organizer teaching strategy, high school physics inquiry teaching not only can effectively promote the learning of physics, but can also enable the two strategies to bring out the best in each other. Under the Advance organizer strategy the implementation of high school physics inquiry teaching is highly feasible. Most importantly, it improves the effectiveness of teaching, as measured by student's academic performances, interests and confidence.