Research On The Connotation,Value And Teaching Implementation Strategy Of The Inquiry Practice

In April 2022,the Ministry of Education promulgated the Compulsory Education Curriculum Standards(2022 edition),in which " inquiry practice" is first proposed as one of the core competencies,and attracted widespread attention in the domestic educational circles.Before that,scientific inquiry has always been regarded as one of the core competencies of science education in China.The Compulsory Education Curriculum Standards(2022 edition)replace scientific inquiry with inquiry practice,further highlighting the comprehensiveness and practicality of the science curriculum.In order to implement inquiry practice,it’s very necessary to clarify the "what","why" and "how" of inquiry practice.Inquiry practice emphasizes the integration of science and engineering,and is similar to the science and engineering practice in the NGSS.This study is conducted under the background of that more research on science and engineering practice in the US and less research on inquiry practice in China.Drawing on the existing research results at home and abroad,this study adopts the literature research method,comparative analysis method,and case research method to compare and analyze the inquiry practice in China and the science and engineering practice in the US,and uses the inquiry practice in the new science curriculum standards as the starting point.The following studies are conducted:(1)The proposal,value and presentation of the standards of inquiry practice are explored.Based on the timeline of the promulgation of science curriculum standards in China and the United States,the development process of the inquiry practice is roughly divided into exploration and maturation stages.Through comparative analysis of scientific inquiry,science and engineering practice,technology education,engineering education,and inquiry practice,the development process from scientific inquiry to the inquiry practice in China is elaborated.Through comparing the educational value of science education and engineering education,the value of integrating science and engineering is explained,and the inquiry practice is the main way to form core competencies.The inquiry practice in the new science standards curriculum is analyzed from three aspects: core competencies,curriculum goals,and academic quality standards,and the advanced processes of the three ability dimensions covered by the inquiry practice are summarized.It’s clarified that the relationship between the inquiry practice in the three dimensions of core competencies,curriculum goals and academic quality,and further deepening the understanding of the connotation of the inquiry practice.This study can help front-line teachers to explore the connotation and value of inquiry practice,and promote the implementation of the new curriculum standards in actual teaching.(2)The elements of the integration of inquiry and practice are proposed.First of all,the differences and connections between the concept of "practice" in the Chinese and American science curriculum standards are analyzed;Then,the origin of the elements of science and engineering practice is analyzed.Next,the elements of the inquiry practice are analyzed,and the definition of the elements and the structure and relationship among the elements are clarified;Finally,the elements of the integration of the inquiry and practice are proposed,laying the foundation for teaching inquiry practice.(3)The integration modes of the inquiry and practice are analyzed.There are three integration modes of inquiry and practice: using expansion mode,engineering framework mode and design inquiry mode.The meaning,case display,and characteristics of various modes are included,and the strategies for choosing the integration modes to implement the inquiry practice are given,which provides references for front-line teachers to choose suitable integration modes to carry out teaching activities.(4)Two teaching cases of the inquiry practice are designed,namely "homemade mini vacuum cleaners" and "making simple periscopes".It mainly emphasizes the differences between teaching design based on the inquiry practice and traditional teaching,highlighting the iterative process of engineering design and the restriction of standards and conditions,and providing references for front-line teachers to conduct the inquiry practice in classroom teaching.