The Chemistry Of Inquiry Teaching Practice Research In Junior Middle School

Basic education curriculum reform advocate change teachers’ teaching methods, to cultivate students’ innovation spirit and practice ability. Inquiry-based teaching in junior middle school chemistry teaching, to cultivate the students’ scientific literacy, improve the practice ability.In this paper, on the basis of the comprehensive carding domestic and foreign related research, first of all define the science inquiry, inquiry teaching, the meaning of the core concepts, such as chemical research-style teaching and constituent elements of inquiry teaching, design principles, teaching patterns and so on has carried on the theory discussion. Second, according to the theory of inquiry teaching, design and writing the inductive inquiry, inquiry and inquiry and so on three different modes of teaching cases,and at the middle school grade two parallel class students in lixian county as the research object, the implementation and evaluation of teaching in class. Finally, analyze the effect of junior middle school chemistry inquiry teaching, examining the impact of exploratory teaching for students and teachers. Research shows that the implementation of the junior middle school chemistry inquiry teaching, for students, can effectively arouse the students’ interest in learning chemistry, improve the students’ chemistry learning; Change the student’s study way, improve the students’ ability to analyze and solve problems. For teachers, help to change the teaching methods, effective set up the student-centered teaching concept, improve the teaching ability.According to the results of the study of the practice, teaching of junior middle school chemical formula to explore the implementation of the strategy put forward the following Suggestions. First, teachers should fully focus on student experience,effective teaching situation, encourage students to try and motivate its exploration desire;Second, in the teaching process, teachers should be the role of the supporters or mentor,give students enough time to explore as much as possible; Third, explanation and conclusion stage, teacher for students, to properly, let the students to explain the conclusions could combine theory; Fourth, to explore the attitude towards students, to explore the way and cooperation, and to explore the effect of evaluation in a timely manner.