Physics Inquiry-based Teaching Design And Practice Of The Technical Secondary School

The18th National Congress of the CPC gave priority to the development of education and made animportant deployment for it. And then, the CPC Central Committee and the State Council carried out aseries of major initiatives to improve the policy, institutional and social environment continuously. All theseushered in a major opportunity for the reform and development of secondary vocational education. TheMinistry of Education on the secondary vocational education reform and innovation Action Plan(2010-2012) also clearly pointed out the need to further promote the reform of secondary vocationaleducation innovation, speed up the training of qualified workers and skilled personnel.Physics as a basic discipline in secondary vocational education is to train students the awareness toactively participate and willingness to explore and cooperate. To fully play its role, we need to reform thetraditional physics teaching mode, and adopt inquiry-based teaching method. After examining the currentphysics teaching in a secondary school, although many teachers have made some useful attempts in thisteaching method and have made some changes in the way students learn, some problems have not beenresolved yet. But why? This is because they did not have a deep understanding of the spiritual essence ofthe inquiry-based teaching method. They thought of the guiding students to do experiments as theinquiry-based teaching method. They regarded methods as procedures. These errors lead to the badteaching effect of inquiry-based teaching method in a secondary school.In order to deepen the physics teachers’ understanding of the inquiry-based teaching, to promote thetransition to the scientific, effective direction to promote inquiry-based teaching, the thesis studiesinquiry-based teaching method and its teaching design in secondary school. The thesis is divided into fourparts. Chapter one given the inquiry teaching formation, development and current situation analysis, giventhe significance of the research, content and methods. The second chapter makes clear the conditions forthe implement, connotation and basic characteristic of the inquiry-based teaching method, which are basedon the analysis and summary on teaching literature concerning the inquiry-based teaching method. Thethird chapter makes clear the teaching design module of the inquiry-based method based on the systematicstudy on the inquiry-teaching theory. The forth chapter studies the strategy of the physics teaching designabout the inquiry-based method in secondary school. The last chapter builds a teaching design mode of theinquiry-based method through case analysis. The last chapterThis study provides a theoretical and practical basis to better carry out secondary inquiry teaching.