Creation Of Inquiry-based Learning Problems In Chemistry Teaching Situation

Since September,2005, Jiangsu Province promoted the new seniorschool course revolution in senior grade1. Up to now, six years havepassed, the new course revolution bring the senior school education toadvocate improving the ability of the students independent thinkingand creative thinking. Meanwhile, as the flexibility of the collegeentrance examination grew as well as the knowledge concerned, newrequirements were met by teachers in their class education. It must fulfillthe THREE TARGET of tec&knowledge, idea&process and feeling&values in limited time while reduce the burden of students and promotetheir positivity of study. As a result, how to apply question sceneeducation in class efficiently under the change of education methodbecomes a meaningful issue. This paper firstly describes the significanceof creation of question scene education in chemistry education undernew course; the connotation of exploratory question scene educationwas discussed. And as summarized, the paper pointed out that:1) Thecreation of exploratory question scene education can promote thestudents in coordinating, integrating and getting sustainable progressand development faster, better and more effective, as a result thepreset target could be reached and the value of education then beachieved.2) The exploratory question scene education must adapt the actualteaching environment and to further improve the teachingeffectiveness, to be compatible with traditional teaching methods isalso required.Through questionnaires, interviews and other research methods, theauthor surveys the status of the high school classroom teaching and thefactors that influence the implementation of exploratory question sceneeducation. Combined on the basis of educational theory concerned, the author gives the strategy of applying exploratory question sceneeducation before, in and after class. Besides, adjustment should beadopted refer to the test results and the actual situation of the students,so that the entire teaching process may perform a virtuous cycle withfeedback.Following the above strategy, experiment was adopt andconstantly revised to improve. After the one-year teaching experiment,tests, observation and questionnaires were applied to evaluate theexperimental effect. The experiment results show that the applying ofthe strategy, could significantly improve the cognitive ability, creativityand positivity of learning of students, and their academic performanceis correspondingly higher than the control class. The experiment hasachieved good results. At the same time, we found some issues whichneed to be addressed to achieve better effectiveness by applying theexploratory question scene education that certain effective methodsmust be taken during practice to improve itself.The paper studied anddiscussed about the exploratory question scene education in terms ofboth theory and practice, hoping to provide a reference and guide forthe reader. Of course, due to the shorter of the teaching practice andlimitation of the actual level of theory and practice, such study remainsto be further completed, improved and developed.