Investigation On The Status Of Inquiry-based Instruction In High School Science Classroom In In B District Of C City Based On EQUIP

Since the curriculum reform of basic education in 2001,the science subject of high school has put "scientific inquiry" into the course.It is permeated in the nature of the curriculum and the basic idea of the curriculum,which is set in the course goal and is implemented in the teaching content and teaching method.Scientific inquiry is not only a way for students to learn,but also a teaching method for teachers.At the same time,inquiry ability is also an important part of scientific learning content.Through inquiry teaching,teachers can promote students' participation in inquiry activities,enhancing their cognition of scientific inquiry and developing their ability of scientific inquiry.Paying attention to inquiry teaching has become a common understanding of Science in high school.In 2009,Professor Jeff Marshall of Clemson University in the United States developed an evaluation scale for comprehensive analysis of the quality of scientific or mathematical inquiry teaching: the inquiry teaching quality analysis framework(Electronic Quality of Inquiry Protocol),referred to as EQUIP).The inquiry teaching of scientific or mathematics classes is evaluated from the four dimensions: teaching,discussion,evaluation and curriculum.The evaluation object of the analysis framework involves the teaching environment,students and teacher.It also describes the classroom behavior at different levels of inquiry in detail.EQUIP is an effective tool for the evaluation of the level of inquiry teaching in the scientific class.To understand the implementation of inquiry teaching in high school science classroom after more than 10 years of basic education curriculum reform,the subjects of this study were 35 science classes(chemistry class,physics class,biology class)from grade10 and grade11 in three different types of schools in the B District of C city.Through the classroom observation method,the author observes and records itsclassroom,evaluating the classes with the inquiry teaching quality analysis framework(EQUIP),Implementing the quantitative analysis by mathematical statistics and qualitative analysis by interview method to obtain the present situation of inquiry teaching level in the high school science class in the B District of C City and summary the existing problems.Combined with observation data,scale data and interview data,the author puts forward solutions to the problems found,and provides reference for inquiry teaching in high school science classroom in other areas of China.This study includes the following five parts:The first part is the introduction.This part mainly expounds the background,purpose and significance of the study,defineing the core concept of this research.It reviews the present situation of inquiry teaching,inquiry teaching in high school science classroom,the evaluation of inquiry teaching in scientific classroom and inquiry teaching evaluation tools of scientific classroom at home and abroad.The second part includes research design and implementation.This part expounds the theoretical basis,research objects,research methods,research tools and research ideas.The third part is about the state of inquiry teaching in high school science classroom.This part firstly demonstrates the relevance of the inquiry-based teaching quality evaluation framework EQUIP from both reliability and validity.Based on the verification results of reliability and validity,the overall framework and dimensions of EQUIP are used to illustrate the high school science class inquiry teaching level in Area B of City C.The fourth part is about the differences in the level of inquiry teaching among high school science classrooms.This section mainly studies classroom attributes,including whether school types,subjects,grades,and teacher attribute variables have an impact on the quality of inquiry teaching in high school science classrooms.The fifth part is case study and interview between teachers and students in high school science classroom.In the study class,two representative scientific classes were selected.According to the EQUIP analysis framework and the interview in the classroom,the reasons for the current situation of the inquiry teaching level were analyzed.At the same time,the accumulative materials were put forward for the combing of the existing problems in the sixth parts and solving the problem solving strategies.The sixth part studies the conclusions,problems and solutions.Combining the observations of the senior high school science classrooms,EQUIP data,and interview data,the present situation and existing problems of inquiry teaching in high school science classrooms in District B of City C were clarified.Based on research data and related literature review,existing problems were solved..The study found that:The inquiry teaching in high school science classroom is in the middle level,and the average from high to low is the following factors: the teaching factor,the discussion factor,the evaluation factor and the course factor.The inquiry teaching in high school science classroom is slightly lower in the level of teaching factors and discussion factors,and the level of discussion factors and course factors is on the low level.In different school types,the level of "information organization and record" is higher than that of ordinary middle school in secondary schools and key secondary schools.In different disciplines,the biology of high school science class may be higher than chemistry in the "problem complexity";in different grades,high school science class in senior high School There is no difference in the quality of teaching style;in different teachers' sex,the performance of female teachers in the role of teachers in high school science class is better than that of male teachers;on different teachers' types,the level of experiential teachers in high school science class is higher than non empiricism in "teacher role","student role" and "knowledge base".Teachers are higher than teachers in the "knowledge base","student reflection","evaluation type" and "evaluation function" in the high school science class of different teachers' titles.The level of the high school senior Title Teachers in the "evaluation function" is higher than the grade one grade one.The teachers of the senior high school titles in middle school may be higher than the teachers of the two grade titles in the middle school,which are "student role","knowledge acquisition","classroom interaction","concept development","learner dominance",and overall level.The seventh part is the conclusion.This part summarizes and reviews the research process,and reflects on the lack of research.