| In the new round of basic education curriculum reform in China,according to the requirements of the “ Standard for Compulsory Education Science Curriculum Standards(2011 Edition)”(hereinafter referred to as the “Standard”),the basic concept of advocacy inquiry learning is clearly proposed,and it is pointed out that teachers should allow students to personally think And the process of inquiry to understand the methods of scientific inquiry.How to effectively and effectively implement inquiry teaching has become a hot issue in the current junior high school science education research.During the graduate school period,when I participated in the project“Comprehensive Evaluation of Education Quality in Zhejiang Primary and Secondary Schools”,I became interested in the medical science education quality examination data developed in the eighth grade junior middle school students,and I was fortunate to lead the team to practice one of the tests.The point,D Middle School in Zhoushan,then acquired and analyzed the test data of D middle school,and then consulted a large number of relevant documents,trying to find out the difference in the scientific inquiry ability demonstrated by the students participating in the test,and the implementation status of the inquiry teaching of the scientific teacher.How is it and what is the difference.Although there have been many useful researches on teacher professional development and teacher teaching at home and abroad,there are also many discussions on inquiry teaching.However,the current status of the implementation of teacher inquiry teaching,especially the literature or writings from the perspective of junior high school science Rare.Therefore,this article mainly uses the current situation of inquiry teaching of D middle school teachers in Zhoushan to reasonably speculate the current status of inquiry teaching implementation of middle school science teachers,and in the context of the implementation of new curriculum standards,in order to better implement inquiry teaching,the junior middle school science teacher needs Pay attention to what aspects individuals can take to effectively improve the ability and effectiveness of inquiry teaching.This article mainly uses the literature method,individual interview method,class observation method to conduct research.The research tool is a reference to the class observation list of Yunhuo Cui and Yi Shen.It has compiled a class observation table for the implementation of inquiry teaching for junior high school science teachers.The 7 school teachers who are involved in the evaluation of D middle school students are the object of study and actually listen to the class.Inspect their time allocation of class teaching behaviors,explore teachers’ teaching behaviors in teaching,how teachers explore teaching,how students explore learning,explore students’ errors in teaching,teachers’ handling,and use of class teaching aids,while conducting individual interviews with teachers.Through the research,the author finds that the status of the middle school science teachers in the inquiry teaching implementation is as follows,1.The teacher explained an average of 29 minutes and 58 seconds,accounting for 74.93% of the class duration.The average length of the students’ self-learning session plus the group discussion session was 6 minutes and 9 seconds,which accounted for 15.38%of the class duration;2.The average duration of inquiry teaching was 15 minutes and 34 seconds,which accounted for only 38.52% of the class duration.In inquiry teaching,the teacher explained an average of 11 minutes and 4 seconds,which accounted for 71.77% of the duration of the inquiry.3.In inquiry teaching,the average listening time of students was 12 minutes and 23 seconds,accounting for80.34%;4.There were 19 questions asked in inquiry teaching.The proportion of non-response was 9.38% and the proportion of free response was 35.56%.The teacher accounted for 17.65% of the student’s errors,and explained the proportion by himself as 44.12%,the proportion of duplicate questions is 5.88%;5.The use rate of courseware in the class reaches 71.43%,and the use rate of tablet phones reaches23.80%.The irrationalities are,1.The students’ autonomy is valued,but the class is still dominated by “speaking”;2.The inquiry teaching process is generally composed of the teachers’ own language;3.In inquiry teaching,students mainly participate in the listening;4.It is not proper for teachers to deal with errors in inquiry teaching;5.Teaching aids are widely used.Finally,according to the current situation,the author combines relevant education theories,proposes countermeasures from the perspective of individual teachers,such as,1.Arranging the proportion of “speaking” and “training” reasonably,preparing students for the lesson;2.Streamlining the teaching language and clarifying the teaching structure;3.Encouraging students to be independent and creating lenient Environment;4.Pay attention to class feedback and dig out the wrong resources;5.Make good use of teaching aids. |
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