The Practice On Chemical Teaching Mode Of "Situation-Question-Inquiry" In High School

Transforming the traditional methods of teaching and learning can be an important breakthrough of new curriculum reform which helps students learning actively rather than passively. Many educationists have already done lots of research theoretically and practically on how to promote this transformation. The article considers the "Chemistry and Life" module as its research object, following the idea of "student-oriented". Under the guidance of constructivism learning theory, Mahmoud’s problem teaching theory and the theory of meta cognitive learning, as well as the former teaching achievements, the article explores the "situation-question-inquiry" teaching mode preliminarily.Based on the analyzed abundant documents and research data, the author has defined the teaching mode of "situation-question-inquiry" and analyzed its related characteristics: situations as the breakthrough point; chemical problems as the core; inquiry learning as the way; and the meaning construction of cognition as the purpose. According to the real teaching situations in chemistry compulsory classes, the teaching procedures were modified and the corresponding teaching strategies were figured out as well which served in a one-term teaching research. The outcomes had strongly proved that this teaching mode could inspire students’interest in learning chemistry and improve their grades. The transformed learning styles and the abilities of independent thinking and exploring would definitely improve students’scientific quality and lay a solid foundation for the sustainable development in their future.