A Scientific Inquiry Teaching Design Research On Force Of "Friction"

Faced with the great challenge resulting from the great development of modern society, almost every country attaches great importance to the educational reform to improve the quality of science and humanistic education and foster more innovative talents who can adapt to the future development of the society. Therefore, a heated discussion on the idea of Inquiry Teaching and education for all has been aroused in the field of education. However, among so many present inquiry teaching cases, the writer found that most of the teachers were more likely to focus on a certain point while applying inquiry teaching but not throughout the whole unit or the whole knowledge system. Besides, in the teaching of Science, teachers still cannot get rid of the traditional teaching mode. The fake exploring phenomena still exist that students do experiments step by step but without exploration. Sometimes some teachers even believe that the more daily-life phenomena the students touch, the more science knowledge they will get. In such a case, the author develops this thesis with an aim that the teachers can truly integrate the idea of inquiry teaching into the science education and pay more attention to systematic, classified and detail teaching designs, and at the same time with systematic, proper and lively teaching methods, try to help students build up a more complete understanding of the world and a scientific attitude, and gradually grasp the scientific methods and understand spirit of science.With the great importance and universality of force of friction, the author chooses force of sliding friction on the flat as the main researching objective of the teaching design. The whole teaching design will be divided into two parts:one is for primary school; another is for middle school. During the research, the writer has authentically recorded some relevant teaching activities of local primary schools and of middle schools. In the activities, the writer found that the students from higher grades obviously had a higher exploring ability of science. So, when doing the teaching designs, the writer especially emphasizes the differences of students’depth of understanding science and the class organization form between primary school and middle school. Compared with middle school:the requirement on the depth of knowledge comprehension in primary school is much lower; while the forms of teaching activities in middle school is more autonomous than that in primary school.The highlight of the teaching design lies in its present form different from the current lesson plan design, and this teaching plan will be presented in the form of a whole unit with a certain theme, which will be more systematic, more in detail and more classified. It will include the summary and detail summary of the teaching design. In the detail description, it will include teaching objectives of each class, teaching tools that may be used, materials, and the questions to be raised in the class, group work, teamwork, group integration and the designing intention of the each class, ect. which aims at relatively systematically and completely presenting the whole teaching design.This thesis is mainly divided into six chapters to illustrate the research of the teaching design:Chapter one, introduction. In this section, the research will begin with the discussion on the importance of inquiry teaching and science education and the students’ misunderstanding on the force of friction; the writer will apply literature documentary method to illustrating the current situation of the teaching design on force of friction in primary school and middle school of our country; and at the same time, illustrate the significance of researching science and exploring teaching designs. The writer will mainly answer some questions like "Why do we need to integrate inquiry teaching into science education?", "why do I choose the force of friction as the main objective of the research of teaching design?", and so on.Chapter two, the analysis and research before the teaching design. It will mainly focus on theoretically analyzing the teaching objectives of this teaching design, the teaching model and the idea of the teaching design, which makes a better theoretical preparation for enduring the teaching design.Chapter three, a simplified version of the teaching design. In order to have a better and more systematic teaching design, the author uses a simplified version of the teaching plan to authentically record the teaching activities before a complete teaching design is formed. And it will help teachers find a better teaching plan that is suitable to the teaching objects.Chapter four, a complete teaching plan. This part is the core of the whole thesis. The writer will systematically present the whole teaching plan in this chapter. Meanwhile, the writer will put forward some teaching suggestions in this chapter.Chapter five, comparative analysis. In this chapter, the writer will analyze and compare the teaching plan in different aspects, including the comparative analysis between the one for primary school and the one for middle school, the comparative analysis between this teaching plan and traditional teaching plans, and the comparative analysis between this teaching plan and some current inquiry teaching plans, which aims at showing the characteristics of this teaching plan.In the end, the writer will draw a reflection on the process of researching the teaching plan, find out the shortcomings of the research and at the same time the expectation and outlook of the research.