The Study On The Science Inquiry Experimental Teaching Effectiveness Of Junior Middle School

Education updates and the reform of teaching content, should be reflected in the teaching process, in the teachers’teaching and students’learning,and ultimately reflected in teaching. Lack of effective method of teaching, teaching objectives will not be achieved. Therefore, the effectiveness of teaching is the life of teaching, the foundation and the end result of the curriculum reform. Scientific inquiry is a major highlight of the basic education curriculum reform, but also the hot and difficult spot of the reform. Inquiry learning is acted as a mean of fostering students’ability which is urgently needed in curriculum reform, and also fully reflects the characteristics of the scientific teaching of subjects. Inquiry learning in science experiments are the main content, and the exploratory experiments enable students to experience the acquisition of scientific knowledge, to get the access to scientific methods of thinking, and improve their ability to analyze and solve problems which are the rules that scientific education must follow. As a result the inquiry experimental teaching effectiveness research is one of the core elements of the effectiveness study of scientific teaching in junior middle school.Research methodology mainly focuses on text analysis and case analysis. In order to clarify "what is effective teaching", we get references to the domestic and international research on effective teaching evaluation standard, and employ the use of statistical methods to construct "junior exploring experimental teaching effective standard". Based on this standard, mainly focusing on observation and analysis of 30junior middle school science class teaching live video, junior middle school science exploring experimental teaching is analyzed. Such as students’some adverse psychological impact on inquiring experimental activities; exploring experimental teaching activities of the organization is a bit confusing, the goal of the experimental activities offset student engagement is too small, and lack of thinking efforts to explore the activities of the exchange aspects are diluted; teachers’dependence on teaching materials, overlooking generative teaching resources, laboratory equipment failure in the development of experimental teaching resources, and the phenomenon of abusing courseware instead of experiments; the evalution of students’ inquiry capability has its drawbacks that the quantitative evaluation is dominant and the evaluation idea owns deviation. These issues to some extent have affected the effectiveness of the experimental teaching. Therefore, this study has proposed the problem solving strategies against the above problems purposely. These strategies mainly benefit from several senior science teachers’experimental teaching and practice exploration. The use of a large number of teaching examples in this thesis attempts to solve abstract educational theory and teaching practice detachment, it has strong operability and can provide some reference for effective teaching junior middle school science exploratory experiments.