The Application Of Inquiry Teaching In Junior Middle School Chemistry Teaching Research

With the development of society, the increasingly high demand for the quality of students, especially in the cultivation of autonomous learning and researching cooperatively. In the background, The traditional teaching mode has become increasingly unsuited to the development of society, so the reform of education must be enforced, especially in the chemistry education mode. The traditional mode should changed in the latest course reform. The inquiry-based teaching asks learners to be automatic learning instead of the passive learning. Advocate the inquiring teaching and let the students take an active part in the inquiry of experiments under the teacher’s instructions. Students will gain new knowledge, enhance inquiry ability, sense of partnership and scientific quality. This paper is based on this concept to study the application of chemistry inquiry teaching in the junior middle school chemistry classroom teaching are studied, aimed at the application of chemistry inquiry teaching in the classroom to provide the guidance of the theory and practice.This article is divided into six parts, the first part is the theoretical review part, related concept, characteristics and strategy of the exploratory teaching and made a detailed overview of development present situation at home and abroad. The second part expounds the inquiry-based teaching topic background and to explore the significance and research ideas of this research. The third part and the fourth part is the core part of this paper. The third part through the way of questionnaires, statistical analysis of current situation of students’ learning. After statistics found that the students in the learning of the problem:1.the traditional teaching methods to suppress the students interest in learning; 2. students passive study habit; 3. students’classroom lack of confidence; 4.the lack of autonomy in science inquiry. Of inquiry teaching and aims at these problems puts forward three teaching strategies:the creation of situational questions, build support Step by step, to form a team. The fourth part is based on the problems existing in the course of students applying inquiry teaching strategies into specific class. Through the division of different knowledge, part of conceptual knowledge, calculation and experiment part of inquiry teaching is based on three strategy carried out exploratory teaching. After the implementation of the performance level of experimental classes and that in comparative classes, can be found that the experimental classes in the implementation of the inquiry-based teaching after a period of time, the rise in the overall level of experimental classes of academic performance, inquiry teaching to students in their learning habits, learning interest, learning attitude, and to explore the ability and spirit also had a positive effect. The fifth part is the conclusion of this paper and reflection, is the overall summary and reflection in this paper. Inquiry-based teaching to the students’interest in learning, to explore the ability and the formation of scientific literacy has a lot of help. And put forward in the process of inquiry teaching, should pay attention to four o’clock: 1.inquiry teaching is not the only way of teaching; 2.is not the same as inquiry experiment; 3.seven elements of correct understanding of inquiry; 4.not all are the freedom to explore. Hope this paper can for the implementation of inquiry teaching is to provide some valuable reference and reference.