An Investigation On The Current Situation Of Chemistry Inquiry Teaching In Senior Middle Schools

With the implementing of the new curriculum reform, Inquiry Teaching, as animportant method of cultivating students’ creative spirits and abilities, has been put intoeffect for years. However, there are many problems and misunderstanding on theimplementation of Inquiry Teaching. Understanding of the status of inquiry teachingimplementation has important significance for improving the effectiveness of InquiryTeaching.In this paper, the author takes a survey at5high schools in Huangdao district, fromtwo different points of views of students and teachers. And the research also combinesclassroom observation. This article mainly uses literature analysis method, questionnairesurvey method and classroom analysis method, performing a research and investigation inseveral senior high schools of the city to bring out the implementation status of the city’sInquiry Teaching in chemistry.This thesis consists of six chapters.First, this present research questions are based on a fact that we, teachers from frontline, are still puzzled by how to carry out the Inquiry Teaching better during these years ofthe new curriculum reform. In this article the author aims to recognize the implementingstatus of Inquiry Teaching in this area and provide data reference for more educators.Second, the theoretical discussions of Inquiry Teaching are introduced. The studies ofInquiry Teaching implementation present situation in senior high schools are reviewed.The third part explains the aim, task and method of the study.Forth, questionnaires which are designed individually according to teachers andstudents are completed by those coming from5different level high schools in Huangdaodistrict. Via the analyzing and counting of these questionnaires, we could draw conclusionsas follows: Most chemistry teachers know about Inquiry Teaching, even some know verywell. On the contrary, students know little about Inquiry teaching.There are fewopportunities for students to inquire in learning, and remarkable differences exist amongdifferent schools; The more active the students from different schools participate in InquiryTeaching, the better they know about it. Thus it can be seen that there exists differenceswhen teachers implement Inquiry Teaching in different schools.Fifth, the classroom teachings in5different schools via an outstanding teachingcompetition about the same content are observed and analyzed, thereby deeply exploringthe implementation status of Chemistry Inquiry Teaching in high school. According to theparticipation of students and teachers, we could get a result by analyzing these5classes: Inthese classroom lessons, most teachers try their best to provide opportunities for students toinquiry within limited time and conditions, but most explorations are teacher-led events,and the inquiry patterns are single. Lessons which is totally open for students are quite rare;Teachers have some degree of awareness about choosing inquiry resources and leading students to query, but some of their knowledge about Inquiry Teaching perhaps is wrong;In fact, it is proved by the questionnaire that gaps exist between the aim of InquiryTeaching and the actual effect to a certain degree. So, it is more important for teachers toperceive Inquiry Teaching from the concept rather than from the form.Sixth, based on the questionnaires from teachers and students and the classroomobservations, the conclusions of the research are described and discussed.