Research On Reverse Design Of Guided Inquiry Teaching Activities ——Take "VSEPR" As An Example

Compared with other teaching methods,inquiry teaching is valued by more and more researchers and widely used by front-line teachers in different types of teaching practice because it can fully reflect the subjectivity of students,the process of teaching activities and the exploration of relevant knowledge,and is consistent with the relevant requirements of core literacy in the chemistry curriculum standard for senior high schools(2017 Edition).However,according to the analysis of relevant investigation reports,there is a large gap between the recognition of most front-line teachers for the concept of inquiry teaching and the effectiveness of inquiry teaching behavior,which is embodied as follows:(1)the inquiry content is limited to the content of teaching materials itself,lacking the intersection of multi-dimensional and multi-disciplinary;(2)The inquiry mode is relatively single and fixed,lacking targeted guidance,weakening or even covering up the differences of students;(3)Inquiry evaluation overemphasizes the standardization of steps and results,and lacks the diversity of process evaluation.Guided by the new curriculum reform,this study clarifies the relevant concepts such as "guided inquiry",introduces the reverse design theory,and reconstructs and analyzes the elements of guided inquiry teaching activity design on the basis of analyzing its basic connotation and characteristics.On this basis,this paper selects the valence electron pair mutual exclusion theory(VSEPR theory),which is an important content of the three-dimensional structure knowledge of chemical molecules in senior high school,around the teaching objectives and guided by the evaluation results,carries out the reverse design of the content of guided inquiry teaching activities,and objectively evaluates and modifies it in the teaching practice.The results of this study show that:1.The evaluation results are inversely advanced and take precedence over the design of activity content,which can promote teachers to seek more activity content support materials around the focus issues,and avoid the limitations of teaching resources;2.The evaluation results are inversely preposed,which transforms the activity process of guided inquiry into the process of teachers discovering evaluation evidence,highlights the differences of students,and is conducive to teachers' targeted guidance.The full text is divided into eight chapters:The first chapter is introduction.Based on the requirements of curriculum standards and the guidance of current educational policies,this paper defines the importance and necessity of guided inquiry activities,as well as the current situation and problems in the current teaching,and puts forward the purpose and significance of the research;The second chapter is the theoretical basis.This paper expounds the relevant theoretical sources of guided inquiry teaching and reverse design,analyzes its basic connotation,characteristics and elements,reviews the research status of the application of reverse design in guided inquiry teaching,and puts forward the main problems to be solved;The third chapter is research design.This paper expounds the research ideas,research contents and relevant research methods,including the analysis of the basic situation of the research object,the determination of the interview outline,the preparation and revision of evaluation tools and interview tools;The fourth chapter analyzes the current teaching situation of valence electron pair mutual exclusion theory.Through investigation and interview,this paper combs the problems in the teaching of valence electron pair mutual exclusion theory and makes a specific analysis;Chapter fifth teaching design.Follow the requirements of the curriculum standard,focus on the teaching objectives,clarify the elements of the evaluation results,and carry out the reverse teaching design for the guided inquiry activity of valence electron pair exclusion theory;Chapter sixth teaching practice.The reverse design guided inquiry teaching activities are applied to the experimental class and the control class respectively,and the relevant data collection and interview survey are carried out;Chapter seventh analysis of teaching results.According to the results of data analysis and interview,compare and evaluate the learning effect and learning experience of the experimental class and the control class;The eighth chapter is the summary.Revise and improve the elements of the reverse design of guided inquiry teaching activities,reflect on the problems and deficiencies existing in the research,and look forward to the follow-up work.