High School Chemistry Textbook Inquiry Activities Designed Comparative Study

The seientific inquiry is the breakthough of the new curriculum reform, require that the compilation of the chemical textbooks should be beneficial to the development of the inqury, and present the textbooks by the diversified inquiry forms, so that,students may obtain the person experience in the inquiry activities and learn how to do inquiry activities.There are many inquiry activities in obligatory chemical textbook of senior middle school which have been published.This research Studied inquiry activities in these txetbooks,the integral features of the inquiry in the textbooks , the design of the inquiry , the amount , the stimuli-presenting mode , the inquiry skill and the inquiry thinking are emphatically studied. At the same time, in order to get the imformation of the inquiry skill and thinking carried out how to be, we rearsched the high school classroom. There seven parts in the full text.In the first part we propose the problem. This part sets out the new curriculum reform and the teaching practice has put forward demands to the textbooks, thus make the significance clearly of this study.The second part is the study of the status quo. This part of the existing textbooks about the study to explore activity is reviewed, and in this find out a breakthrough in this study.The third part presents the purpose, mission and methods to complete this study.Part IV is to examine the theoretical basis. At this part we have defined that the meaning and the essence of scientific inquiry, the design basis of the inquiry, the level of inquiry activity, the skills in the inquiry and the inquiry thingking. The fifth part is the specific activity analysis of the textbooks. First, we explore the type and the level of inquiry activities in the three sets of textbooks. And then we compare the three sets of textbooks in the levels of activities and the skills including the inquiry in the overall. Finally, we explore the comparison at the level of thinking on the activity, at the same time we analyze the relationship between the level and the thinking of the inquiry, we also analyze the relationship between the thinking and the skills the inquiry.Part VI is a study of teaching practice. At a one-month classroom observation, we found that many of the experimental category of materials to explore activity have not been carried out better, the type of communicating activity carried out more widely. At the same time, we found that in teaching the existence that the teacher reduces the level of activity by themselves.And that the inquiry thinking and skills can not be implemented better.Seventh part is the problems and prospects. In this part we summarized our research drew a conclusion, and put forward some suggestions about the design of the inquiry and the development of inquiry. Finally, we point out the inadequacies in this study, and we points out the direction for future research, too.