Abstract By questionnaire, this paper investigated the situation and the development needs of inquiry teaching of middle school chemistry teachers in Beijing of China. Through statistics and analysis of survey data, results showed that the main way for teachers to acquire inquiry teaching knowledge was post training and learning with obvious practical features. Most teachers knew the related knowledge, but their understanding about the nature of scientific inquiry was not deep. The majority of teachers had realized the importance of inquiry teaching, and had implemented teacher-led and limited inquiry of students, but the teaching quality remained to be improved because of many factors.
WANG Qin-Zhong. Status of Inquiry Teaching of Middle School Chemistry Teachers in Beijing of China[J]. Chinese Journal of Chemical Education, 2015, 36(17): 60-64.
