The Research Of The Problems And Measures Of Inquiry-based Teaching In Junior Middle School Physics

In2001, the ministry of education promulgated the "full-time compulsoryeducation physics course standard (experiment draft)", which puts forward the newteaching way-inquiry teaching according to the current situation that the students inour country have poor ability to use their brain and hands. Its purpose is to reform theteaching tendency that students pay much attention to accepting, memory, imitationand learning, and to advocate the active learning model that students participatelearning actively, communicate with each other, cooperate with others and studyingknowledge so that students can become the real study master and the talents who canmeet the need of the new era.Through one more decade development, the inquiry-based teaching about thejunior middle school physics in our country has been developed in some levels, butthere are some problems appeared in the process of implementation. According to thissituation, the authors do some surveys in junior middle school by questionnaires,finding that there are superficial and formal problems in the implementation of juniorhigh school physics’ inquiry teaching. For some important problems, the author doessome interviews for teacher in middle school physics to analyze the problems behindthe deep causes and puts forward the countermeasures to solve the problems.This paper is divided into the following six parts:The first part is the introduction. It mainly includes the research origin both athome and abroad, the purpose of research, the meaning of research, the clues and theinnovation of the research.The second part is about the conception and theoretical basis about theinquiry-based teaching on junior middle school physics. First, the inquiry, theconception of the inquiry teaching, and the inquiry-based teaching on the juniormiddle school physics are given. Based on that, the conception of the inquiry-basedteaching on the junior middle school physics has been given. And then some relatedtheories are explained, including Subjectivity Education Theory, Dewey’s inquiryteaching theory, Foundation of Teaching Theory.The third part is to explain the inquiry-based teaching theory on the junior middle school physics based on the New Curriculum. The2011revision of theCompulsory Education Physics Curriculum Standard explained from the theoryaspects, such as teaching aim, teaching content, teaching process, teaching evaluation,which do some theory foreshadowing for this study.The fourth part is about the present investigation of junior middle school physicsinquiry-based teaching and some analysis of the causes. There are some surveysamong students and teachers with questionnaires and interview, founding thefollowing problems in junior middle school physics inquiry-based: The goals of thejunior high school physics research-style teaching cannot be achieved. The content ofit can not be chosen appropriately. The process can not be implemented effectively.The effect can not be shown. The reasons are as following. The3D objects are notspecific enough. The traditional teaching methods are bad for the development ofstudents’ inquiry ability. There are many problems on teacher’s training. Theexamination system restricts the junior middle school physics inquiry-based teaching.The fifth part is about some countermeasures of junior middle school physicsinquiry-based teaching. Some countermeasures have been put forward based on thereasons of the problems, mainly being four aspects: the3D object being perfected, theteaching methods being improved, the students’ inquiry ability being improved, theteachers being trained, the examination of content and form being reformed.The sixth part is the conclusion. It is the summarization of the achievements andthe disadvantages in our study and to indicate the direction for the future research.