Comparative On The Scientific Inquiry Activity In "Chemical Reaction Rate" Of Chemistry Textbook In The High School

Scientific inquiry activities is an important part of chemistry curriculum reform, which is the request of “the ordinary high school curriculum standard” and the important way to improve student's chemical scientific literacy. This article analyses comparatively the high school chemistry textbook “chemical reaction rate” in scientific inquiry activity, which is on the basis of reviewing the relevant scientific inquiry and the textbooks of scientific inquiry activity related basic theory of comparative research, through choosing the analysis unit, establishing the analysis dimensions, and having a clear dimension of analysis indicators at “the number of” scientific inquiry activity, “presented in the form”, “Activity Type”, and “the level of openness” in four dimensions, and gets the conclusion of this paper, Then the concrete requirements for front-line teachers, students and textbook compilers are put up according to conclusion of this paper and the requirements towards chemical curriculum standards on the “chemical reaction rate” in scientific inquiry activity.This study will be divided into the following sections: The first part is introduction including topic basing, the concept defining and literature review, the purpose and significance of the searching, research methods and technical route; The second part is the analysis of “reaction rate” of three sets of high school chemistry textbook in scientific inquiry activities; The third part studies comparatively high school chemistry textbook “reaction rate” in the activities of scientific inquiry through choosing the analysis unit, establishing the analysis dimensions; The fourth part talks about the conclusion and recommendations on teaching students and comes into the following results:PEP and Shandong mainly talk about communicative inquiry activities while Jiangsu majors in experimental activities in the activities of scientific inquiry of “reaction rate” in the compulsory "Chemistry 2". In quantity, PEP is more in number compared with Shandong. When talking about the external factor on "chemical reaction rate" in scientific inquiry activity, PEP and Jiangsu both contain the experimental activities and communicative activities, in which PEP is less in number than Jiangsu but Shandong is zero in communicative activities. So it seems dull of Shandong's chemistry textbook. As for the external factor, Shandong only uses communicative activities, so it is too single to reach the recommend of course standard in scientific inquiry activity; “chemical reaction rate” in scientific inquiry activity of the compulsory "Chemistry 2", PEP and Shandong show a better result in using picture of real products, which suits the students of each level. But schematics just fits part of people in Jiangsu. In optional 4, Jiangsu sets the most abundant not only in knowledge and process but also the method and target. But it shows the sensibility attitude and value conception best; PEP owns the average openness that can appeal most of students in three sets textbooks. Fourth, from the “quantity”, PEP locates the first place in number in the compulsory "Chemistry 2" and PEP optional 4, Jiangsu follows and Shandong locates the last. The external factor on "chemical reaction rate" in scientific inquiry activity affects more than the concept of "chemical reaction rate" in scientific inquiry activity.