Research On The Junior Middle School Chemistry Review Class Based On The Context Of Topical Inquiry

Based on learning theory of context cognition, theory of life education and the principle of "active learning",this paper elaborates current status of studies on context teaching, inquiry teaching on topics and inquiry teaching on topics of contexts, and analyzes the context teaching by questionnaires in revision teaching at present.Revision teaching treats "teaching as the center",not emphasizes students' autonomy and comprehensive ability cultivation, and the relationship of teachers and students is strained; the use of context teaching is more for the introduction of topics, ignoring the integrity of the context. In view of the existing problems, this paper puts forward revision class based on context inquiry of topics, which distinguishes the concepts of context teaching, inquiry teaching of topics, inquiry teaching on topics of contexts. Its principles of teaching are pointed out: life-based contexts, students-based content and inquiry-based teaching methods. According to different time of revision class, it can be divided into two kinds of teaching modes, namely, context-specified inquiry revision teaching for a unit and context-specified inquiry revision teaching for comprehensiveness, emphasizing the unity of three lines (the context line, the question-inquiry line and the knowledge line).On practical research, taking the unit of "chemical substances around us" as an example, we make up a pre-test paper and a post-test paper, investigate the impact of such course on students' ability and whether this model can be applied to chemistry teaching for our school. We analyze the existing cases, integrate them and re-design, a new series of instructional design are formed and used in teaching practice of the experimental class, so as to make a comparison between the pre-test and the post-test.By interviewing students in different levels after class, we may know their learning needs and acceptance of this model.Principles and models of context-specified inquiry teaching had a good effect on our students. Excellent students' comprehensive ability was lifted while attitudes of students with troubles in learning chemistry were eased. Students' participation and comprehensive ability in the experimental class were better than the control class, and teacher-students relationship was more harmonious.