Research And Practice Of Inquiry Teaching Based On The Structure Of Physics Teachers In Middle School

Inquiry-based teaching as one of the highlights of the new curriculum is a problem of general concern of educators. However, the effect of inquiry teaching practice is closely related to the level of teachers and teaching, the level of teaching, seriously affecting the implementation of inquiry teaching. I had the honor to participate in a " master teacher plan," a large number of teaching practice through statistical analysis found that in order to effectively implement inquiry-based education in high school physics teaching, not only for teachers teaching experience high demands, but requires teachers to have a very high professional quality. So, in order to effectively carry out the inquiry teaching high school physics teacher should have knowledge of how the structure of inquiry teaching how to start? How inquiry teaching effectiveness? This is precisely the issue to be discussed in this article. I participated in " master teacher plan " three years of teaching practice, through observation, statistical analysis, to find documents, questionnaires and other methods explored this subject, one analyzes the theory of inquiry teaching abroad, describes the structure of high school physics teachers’knowledge systems and related theoretical basis; on the other hand, starting from educational practice, gives a detailed inquiry-based teaching cases, specific analysis of inquiry teaching mode of operation, and evaluate the effect of inquiry teaching, the effective implementation of the recommendations made inquiry teaching.This article includes the following five parts:The first part of the introduction. Introduces the main source of the problem presented, research background, purpose, main content and research methods;The second part of the study of the structure of high school physics teacher expertise. In the survey questionnaire, the first analysis of the current situation of teaching high school physics teacher, on this basis, summed up the new curriculum for high school physics teachers’ professional knowledge structure of teachers’professional knowledge should include a body of knowledge, conditional knowledge, practical knowledge and cultural knowledge. These contents are for the guidance of teachers’ professional development has a certain reference value;The third part, for the expertise of inquiry teaching mode. On the basis of defining the concept of inquiry-based teaching, summarizes the theoretical basis of inquiry and inquiry-based instructional design instructional design model;The fourth part, inquiry-based teaching model practice in high school physics teaching. In the third part of the theory is based on the author several years teaching inquiry-based teaching practice, given " free fall," a teaching case, the reference for peer discussion, the purpose of promoting the inquiry teaching, and spend a year on two classes conducted comparative studies, quantitative analysis of the effect of inquiry teaching mode, the effective implementation of the recommendations of inquiry teaching;The fifth part study concluded. Under the new curriculum inquiry teaching background is a valuable study, but due to study a short time, a limited number of samples and other reasons, the study of this paper is mainly based on the school where I studied and discussed specific teaching practice at the level of those in future studies should be improved.Study achieved the following:(1) sums up the high school physics teachers’ professional knowledge structure of the new curriculum. First, by way of a questionnaire to find out the status of teaching high school physics teachers. Then access to literature data, obtained high school physics teachers’ professional knowledge structure. Comprehensive professional knowledge structure of teachers with a powerful safeguard the inquiry teaching;(2) summarizes the inquiry-oriented expertise in teaching mode, and gives specific inquiry-based teaching cases, the case using the "Ask a Question-creation of scenarios-explore discussion-scientific evaluation of " teaching mode, and fully mobilize the enthusiasm of students, improve the students take the initiative to explore, acquire knowledge, ability to meet requirements of the new curriculum reform, to conduct inquiry teaching teachers to provide a reference;(3) through a comparative study of the academic year, a quantitative analysis of the inquiry-based teaching for all-round development of students is an important role, pointing out that we should teach inquiry-based teaching and teaching combine to improve the effectiveness of teaching and gives the effective implementation of the recommendations of inquiry teaching.