Junior High School Chemistry Based On Science Inquiry "solubility" Design And Implementation Of Teaching Research

Traditional high school chemistry classroom teaching has two main characteristics:First, the teachers, the teachers talk for students lifeless to listen. Issued a directiveteachers, students scramble to perform, students constantly plagued by a significantproportion of students learning rely on "listen, remember, back, always in the passiveacceptance of the status of learning a sense of failure."Book knowledge" to ignore thedirect experience of access to teachers teaching the same as teaching, student learningis equivalent to reading, there is heavy theory and practice of light; heavy conclusion,light process "tendency; classroom most teachers teaching to teach mainly, rarelyallow students to acquire knowledge through their own activities and practice. In thispaper, the instructional design research aimed at changing this state on the basis ofscientific inquiry.The solubility Teaching example mainly from five parts of scientific inquiry-basedinstructional design.The first part of the topics the background and significance of issues raised,"BasicEducation Curriculum Reform (Trial)" that requires changing the original single,passive learning, to promote self-explore cooperative learning, and gradually changeteachers, the classroom centered and books centric situation, to promote thedevelopment of the students’ awareness of innovation and practical ability.The second part of what is scientific inquiry, the specific solubility actual teaching ofscientific inquiry in the presence of errors, as well as the specific elements andexplore scientific inquiry process.The third part of the analysis on the basis of scientific inquiry teaching design, basedon the constructivist theory, the use of the methods of scientific inquiry and studentgroups in the form of cooperative learning in teaching, and the establishment ofappropriate teaching mode, and the teaching of the lesson example how instructionaldesign.The fourth part, according to their own teaching practice, as typical examples ofclassroom teaching examples based on the solubility of scientific inquiry.The purpose of the creation of this article, one can further deepen their own learningand the use of the junior high school chemistry education educational theory, andhope that the results of this paper can provide some useful reference for junior highschool chemistry education practice.