Implementation On Inquiry Teaching Model Of Chemistry Experiment Teaching In The Grade1Middle School

Aiming at solving the problems of high school chemistry experimentteaching in our country and based on the related theory of ChemistryTeaching in middle school, the new curriculum standard and high schoolchemistry textbook, the paper makes a construction of basic structure ofteaching mode in the new curriculum of high school chemical experiment, ateaching case with inquiry chemistry experiment teaching mode and animplementation in a real classroom teaching in order to find out suggestionsabout high school chemistry experiment teaching in the future. The researchcontent mainly includes the following three parts. The first part makes anintroduction of the research background, present situation, contents, methodsand significance. The second part, which is the main part of this thesis, buildsthe basic structure of the high school chemistry experiment to explore theteaching mode, makes an inquiry chemistry experiment teaching mode ofteaching cases for new curriculum standard, and implements a real classroomteaching. The third part makes an evaluation of chemical experiment teachingaccording to the teaching effect in high school chemistry experiment classwhich implements inquiry teaching mode. Thus, significant conclusions andrevelations have beenobtained.During the pretest period, the experimental class has no significantdifference with the comparative class in the average scores, excellence rate,pass rate and standard deviation. After the inquiry teaching model hasimplemented for a term, the statistical results show that the average score ofthe experimental class and the comparative class is8.84and7.16respectively,excellence rate21.05%and8.11%, pass rate52.63%and27.03%, standard deviation9.18and14.26. Namely, the experimental class has greatimprovement than the comparative class.The learning orientation survey gives the following results. First,students who like learning chemistry in experimental class account for88%,while that in the comparative class63%, which suggests that students’interest in learning chemistry in the experimental class has increased. Second,students who like the traditional teaching methods based on t’eachersexplanation in the experimental class account for23%, while that in thecomparative class66%, which indicates that students in the experimentalclasses are not accustomed to the traditional teaching method any more.Third, the students who like to communicate discuss and cooperate withothers in the experimental class account for82%while that in thecomparative class39%. As can be seen, students in the experimental classare changing in learning habits and learning method with less passivelearning and more active thinking, while students in comparative classes arestill accustomed to passive acting.The application of inquiry teaching model to senior high schoolchemistryexperiment is in accordance with the theory of new curriculumwhich emphasizes the development of students is the fundamental goal ofeducation. It can stimulat’e students interest in learning and cultivate a varietyof learning abilities.