Micro-chemistry Experiments In The Basic Education Curriculum Reform In The Context Study

Nowadays, experiencing science and scientific inquiry are approbated in many countries. During the new reform of basic education, we emphasized mending the students' learning methods in our country. National curriculum standard of every subject of science brings forward focusing on scientific inquiry, which would change the function of curriculum. It includes changing the tendency of paying too much attention to imparting knowledge, forming active learning attitude, transiting the process of getting knowledge and skill to shaping correct value. Scientific inquiry is not only the content of chemical learning, but also an important teaching method.This paper analyzed current difficulties in chemistry inquiry experiment and the status quo of chemistry microscale experiment, and bring forward this issue of teaching theory and experience research in high school chemistry microscale experiment, combining with the principle and strategy of the inquiry learning.This issue is based upon the characteristic and educational value of microscale experiment in chemistry, leading students exploit substitute in our lives, designing microscale chemistry experiment centered on inquiry, practicing in the school the author worked in three grades for four years, probing the principle and teaching model of microscale experiment in inquiry learning. Some effect were achieved, and offered the evidence to advancing the students' science making and actualizing scientific inquiry in chemistry teaching.The research of altering, designing and innovating experiment has been formed into series. At the sane time, it provides detail measure to Green Chemistry Education.And the last, this paper analyzed and compared several real cases through from three different p oint o f v iew. After c oncluding the p rimary p roduction o f t he r esearching, t he result proved the theory and teaching model offered in this paper is effective.Because of multitudinous causes, this paper didn't research those student taking elective courses and with different learning levels. In adittion, the lack of this paper is we cannot establish systemic evaluation to measure students' science making, and just can analyze it through the students' examination of subject knowledge and self-evaluation.