Action Research Of Training Scientific Question Ability Of Students In Research Study Of Electrochemistry

Research learning is an important reform in the new curriculum implementation. Promulgated in2001, the Basic Education Curriculum Reform Outline (on trail) has explicitly set research learning as the compulsory course of primary and secondary school to senior high school. The National Medium and Long-term Education Reform and Development Plan Outline (2010-2020) has seen actively carrying out research learning as an important guarantee of an all-round improvement of comprehensive quality of the ordinary high student. The important value of research learning in basic education can be seen clearly.Despite its implementation for more than10years, a lot of first-line teachers still have their doubts about its effect. Through the interviews on part of senior high school chemistry teachers in HuBei province, the writer has found that for the research learning of chemistry most teachers think that due to the factors such as time limit, hardware support and the pressure of university entrance exam and so on, it can not only can not be implemented but also actually increases workload. Through further interviews, the writer has found that the objective factors which limit the effective implementation of the research-oriented learning indeed have prevented its development. However, there are still a few teachers who guide students to carry out the research-oriented learning effectively through a reflection on their own teaching and learning.Based on one of the provincial key middle school in Wuhan as the research case, this paper discuss what is the influence on the students’learning motivation and learning achievement for inspiring them to question reasonably during the chemical research learning teaching. The objects of the research are the high school juniors of science and the teaching content is electrochemical. Based on that, the writer carry on the action research for two months to inspire the students’ questioning ability in research learning. The research data collection tools include teaching video, open questionnaire, students’ scientific motivation scale, formal and informal interviews and teachers’ teaching log and so on.Quantitative research and qualitative research methods are combined in this study. The writer use triangle mutual proof to prove the deconstruction model of the students’ questioning ability established by the writer. At last, the effective strategies to foster the students’ questioning ability in research study are found.This paper will be developed in five parts. Based on the investigation and interviews on the first-line teachers together with the present educational situation, in the first part the writer will put forward the background and the purposes of the study. In the second chapter the writer will carry on the literature review of research learning, scientific enquiry, learning motivation, environment learning theory and so on. The third chapter will present the research programme, including research objects, research tools, research process, data collection and analysis and so on. The fourth chapter will discuss the research results, including the difficulties of the writer facing and its correction action in the implement of scientific enquiry in the process of research learning and the influences of inspiring scientific enquiry of research learning on students’ learning motivation. The fifth chapter will summarize the conclusion of this study and put forward some suggestions for the development of research learning.