Research On The Training Of Chemistry Normal Students’ Scientific Inquiry Ability

The late twentieth century, with the coming of the knowledge economy and the era ofglobalization, international competition especially technology competition is becoming morecompetitive. In the new century, in order to make their personnel training and nationalcomprehensive quality invincible, countries make their science curriculum standards of the21st century, taking science inquiry as the center. In2001, China started the eighth time ofeducation foundation course reform, one of the outstanding characteristic is introducing"inquiry" into the school science education, emphasize on students’ scientific inquiry ability.And chemistry as one of the basic subjects of natural science, scientific inquiry learning is notonly an important way of learning chemistry, but also the important content of chemistrylearning. Therefore, whether in the ministry of education in July2001promulgated "full-timecompulsory education chemistry curriculum standard (experiment draft)", or in the April2003promulgated "ordinary high school chemistry curriculum standard (experiment draft)", makescience inquiry in a prominent place.Previous studies have shown that the chemistry teachers’ scientific inquiry abilitydirectly affect the science inquiry teaching effect, and chemistry normal students are the mainforce of the future high school chemistry teachers, their own scientific inquiry ability is strongor weak will directly influence the future teaching effectiveness of conducting scientificinquiry activity. Therefore, the researching on the training of chemistry normal students’scientific inquiry ability will have formidable important significance.What is scientific inquiry ability? What structure and features does it have? What factorsinfluence the training of the scientific inquiry ability and what’s the general principle of thetraining? How is the situation of the training of the chemistry normal students’ science inquiryability, existing what advantages and disadvantages? In order to answer all these questions,this paper mainly used the methods such as the literature method, questionnaire, and interviewmethod to research on the situation of chemistry normal students’ inquiry ability training. Thearticle is divided into several parts:The first part is a foreword. Mainly includes the research background, the purpose of the research and significance, research situation, the overall design of this research and the mainlyused methods.The second part is theory analysis of scientific inquiry ability training. Mainly involvesthe core concept definition, the analysis of the influence factors of scientific inquiry abilitytraining, theoretical basis of scientific inquiry ability training, general principles of scientificinquiry ability training, etc.The third part is about the investigation and analysis of present situation of the chemistrynormal students’ scientific inquiry ability training. Hebei Normal University‘s chemistrynormal students’ scientific inquiry ability training situation are investigated. This part mainlyincludes questionnaire design, the release of the questionnaire and recycling, research resultanalysis, the achievements and existing problems, etc.The fourth part is about the analysis of the cause of the problem and strategies forpromotion. Combining with the investigation results, the article explains the causes of theexisting problem, from teacher concept, teaching methods and evaluation method, curriculumsetting, environmental protection, etc. And supplied the strategies to improve the training ofchemistry normal students’ scientific inquiry ability, such as setting up the development ofteachers’ ideas, adopting inquiry teaching method, choosing multiple ways of evaluation,establishing the perfect course setting, providing comprehensive environmental protection andso on.