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1、1High school chemistry the principal inquiry teaching PracticeKey Words high school chemistry, teaching mode, the main inquiry teaching Traditional teaching, often shortened cognitive processes, to level the slope of thinking, speed up the teaching schedule to allow more time to engage in “title bat
2、tle.” This so-called “short, flat, fast” tactics, often leading to chemical Teaching teachers to teach there is much less students to think, teachers spoke more students to participate in small, precise and students, teachers, less so on assessment and deprive the owner of the autonomy of students a
3、s learning. In order to solve this problem, building an effective classroom, we had high school chemistry, “the principal inquiry teaching” exploration. the so-called “principal inquiry teaching”, is a teacher to guide students to actively participate in chemical learning, active exploration of a la
4、w of chemistry teaching methods. “The principal inquiry teaching,” the operational procedures, in particular, focus on students identify problems, analyze and solve problems, to enable students to 2explore the activities to comprehend the nature of science activities for students to explore the deve
5、lopment of human nature, to enable students to explore activities have been effective science education. It consists of the following four aspects of composition: the creation of situations, ask questions, participate in the main, self-exploration, communication summary, reflective evaluation, expan
6、ding migration, learn to innovate. First, the creation of situations. Of students to ask questions Modern psychology believes that all thought is the beginning from the issue, there is doubt think, have thought is clear, clear solution, General strain. Teachers must be good at creating situations, a
7、nd guide the students themselves identify problems, ask questions, this is the implementation of the “subject Inquiry Teaching “premise. of the problem is not only a prerequisite for tackling the problem, but also to stimulate interest of students, causing thirst for knowledge and teaching activitie
8、s to prepare for the follow-up. Therefore, teachers should be based on the actual course content and students, the use of 3experimental, life examples, multimedia animation and other chemical manner both stimulating desire can inspire students to explore the issue. For example, in the “ of teaching,
9、 I create situations like this. I use courseware and sesame lilac display pictures, to introduce students to lilac contains eugenol, phenol in sesame seeds with sesame seeds, enable students to recognize a wide range of phenol exists in nature. and then I raised the question: “These two substances,
10、from a structural point of view what are the common parts? hydroxyl groups directly connected with the phenyl compound, whether it is alcohol it?” students seriously observation, positive thinking. have interest in learning, and recognizing the physical properties of the material structure and chemi
11、cal properties will have an impact, ethanol, acetic acid and phenol have a hydroxyl group. I continue to ask: “From the similarity of their structural nature of the typical the nature of benzene, phenol may have the ability to infer the physical properties and chemical properties?which had a curiosi
12、ty of students, 4their interests have been attracted to the E to the nature of phenol, which provoked a stronger desire to explore to form a positive attitude towards active learning. The best question is raised by the students themselves, of course, teachers should be good at guiding students to id
13、entify problems and encourage students to boldly ask questions, rather than reading “books”, respecting and not “the only teacher.” We want to teach students to say three words, namely: “Teacher, I do not know,” so that students dare to ask questions, “Teacher, I still have problems,” students learn
14、 to think, “Teacher, I have different opinions,” so that students learn to novelty seeking differences, learn to deny and criticism, learn to draw and beyond. reposted elsewhere in the paper for free download http:/Second, the subject involved. to guide students to independent research Inquiry is a
15、human instinct, we want to strive for, but is to encourage students to explore this natural ability to 5continuously improve and perfect, from the spontaneous premature to scientific inquiry to explore. Teachers should give full play to the leading teaching process role in guiding students to active
16、ly participate, to explore cooperation and exchange a large number of indirect ways to obtain knowledge and indirect knowledge of the diversity of the inquiry learning into the process. This is the main leading role of teachers and students together to play an important role part is to implement “the principal inquiry teaching” critical stage, which determines the effectiveness of teaching. teachers to give students the nece
