Practical Research On Inquiry Teaching Of Chemistry Experiment In Rural Junior Middle School

As for the natural science of chemistry,contemporary students have to use the experiments in the textbooks to explore new ideas in practical educations so as to cultivate innovative thinking and practical ability.The current situation of China's chemistry teaching,especially the situation of chemistry teaching in rural junior middle schools,urgently requires related teachers to change the traditional teaching models and introduce new teaching concepts,which urges teachers to firstly overcome all the different difficulties in rural teaching,so as to lay a good foundation for further improving the important functions of chemistry experiments in teaching.In order to achieve this effect,teachers must closely link chemistry experiment inquiry with classroom teaching.This article mainly has three parts: The first part briefly outlines the research background,problems,purpose,significance,research ideas and methods of this article;the second part defines the relevant concepts in the scientific education field,experimental inquiry and other education and teaching fields.Besides,it also explores the origin of inquiry teaching and analyzes the development status both at home and abroad,and studies the general situation of experimental inquiry teaching worked by domestic scholars.The theoretical basis of inquiry teaching is analyzed and summarized in the last part.With an aim to propose measures for effective use of chemistry experiments while teaching,the author investigates the current situation of inquiry teaching in rural chemistry experiment classrooms in the school she once worked at.In the third part,specific teaching cases are used for practical exploration,and experimental results are examined through chemical experiments.After the practical research,the feasibility and effectiveness of experimental inquiry teaching in rural junior middle school chemistry are analyzed through such methods as questionnaires,classroom observations,chemical test scores,and post-class interviews.Teaching practice has shown that conducting experimental inquiry teaching in rural junior high schools not only effectively improves student performance and trainsstudents' self-inquiry ability,but also enhances students' self-confidence.It also improves rural teacher-student relations and produces positive results for teachers' own development as well.In addition,this study provides significant references for the reform of junior high school chemistry teaching based on experimental exploration.Nonetheless,due to the narrow range of case selection,there are still many parts need to be improved in this study.