| In junior high school,the purpose of physical curriculum setting is not only to pay attention to the teaching of knowledge and the training of skills,but also to pay attention to the cultivation of students' scientific inquiry ability.Scientific Inquiry got its great attention for the first time in the Physics Course Standard of Full-time Compulsory Education(Experiment Draft),which was declared by the Ministry of Education as early as in July,2001.And then in 2011,the content and aim of it had been clarified with the issue of the Physics Course Standard of Compulsory Education(2011Edition).This paper adopts the method of narrative inquiry to describe the author's practice process of scientific inquiry teaching mode since the author taught physics in junior high school in 2009.At the same time,it witnesses the grow-up of a young physics teacher in junior high school.This paper is divided into six chapters.In Chapter One,we state the origin and significance of the research.Chapter Two is about the author's early practice in scientific inquiry,from the unfamiliar to the scientific inquiry teaching to the beginning of formal inquiry teaching.And Chapter Three mainly discusses the further the learn lesson,the hone and comparative analysis of Physics Course Standard of Compulsory Education(2011 Edition)and Physics Course Standard of Full-time Compulsory Education(Experiment Draft)to rational science inquiry teaching,two criticism by providing opportunities to make the author's own mature science inquiry teaching.Chapter Four is about achieving the effectiveness of the scientific inquiry by making it into a routine.Chapter Five is to spread the scientific inquiry teaching with the combination of the author's experience of giving a lecture and the experience of judging in the match.In chapter six,the author summarizes the research conclusion,reflects onhis teaching practice and moreover,gives a further prospect for the research. |
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