Middle School General Topics Inquiry Activities Design

This article is a documentary about carrying out scientific inquiry activities by the author who has accepted a two-year inquiry teaching education in Guangxi Normal University of Reaching Institute of Science Education.It is the first time that the author implemented the activities as a teacher. While I participated in many inquiry activities, learned the theory of inquiry, it is really a challenge to put the theory into practice and change the role from a participant to a designer. In the daily science teaching, scientific inquiry activities have become the important way for the students to learn scientific knowledge and enhance their main form of scientific literacy. Inquiry activities are increasingly becoming the main theme in our science class. So the quality of inquiry activities directly determines science class good or not. Researching from the domestic situation, I found the domestic educators teaching the theory of inquiry has reached a certain depth, but exploring the teaching practice, especially in cases of development of inquiry activities is not mature. Domestic scientific inquiry activities are not accurate grasp of the content, whose contents is too large or too much, does not explore in depth; and often ignores the cognitive development of students. So it is difficult to find the authority examples of activities of scientific inquiry to observing and learning. In foreign countries, the French Science, "hands-on" group editing "selected cases of primary science education," and the French experimental program teaching elementary school science editor of the "hands-on". The two books include lots of activities in the classic case of scientific inquiry, which have strong authority and analysis the case of activities is more mature. After Carefully reading the two books in the case of scientific inquiry, I benefit a lot. On this basis, considering the two years learning the theory of inquiry teaching experience and participation in inquiry activities, I write this case of scientific inquiry activities.The clue of this scientific inquiry activity is problem-dealing. In this activity, students will inquiry real issues in the kitchen garbage incineration of urban. The biggest characteristic of kitchen waste is large water content, which is the key to the inquiry activity. During this activity, from the impact of water on the burning of the kitchen waste, students learned that the existence of latent heat of water and experienced the development of the history of calorimetric technology and so on. The analysis of this scientific inquiry activity in the paper is divided into three parts:The first part is the design of inquiry activity, is also the author's design ideas of activity, the "teacher's guidance materials". In order to provide information and guidance recommendations for teachers while they carrying out similar activities. The second part is the class record. In the form of words and pictures to record the entire event process of scientific inquiry, to restore the true class. The third part is the summary of activity:the students' feelings, the problems arising in the course, the improvement program of the activity. This part includes the process evaluation and summative assessment of the scientific inquiry activity. The fourth part is the reflection. Consists of two parts, the first part describes the author's reflection of inquiry teaching in nearly two years, the second part is the author's insights and harvesting about scientific inquiry activity through practice.