Abstract Experimental inquiry and innovative consciousness is one of the core literacy of chemistry discipline advocated by “General High School Chemistry New Curriculum Standard”. Therefore, cultivating pre-service teachers' exploratory teaching ability in normal colleges plays an important role in their professional development. This article takes a chemistry teacher as the research object, applies the exploratory teaching level evaluation scale, EQUIP table, to evaluate the exploratory teaching level of his internship “oxidation reduction” 3 actual recorded lessons, and supplements the CCITIAS scale for quantitative analysis, in order to explore the characteristics of the inquiry teaching behavior of the research object. The research found the following results: (1) The research object has a certain sense of inquiry, but the level of inquiry practice is still in its infancy; (2) When repeating the university simulation classroom teaching experience, the level of inquiry is higher and the research object has a strong ability to transform the research concept into actual inquiry teaching activity strategies; (3) If there is no experience in the new teaching, the teaching behavior is still knowledge-centered, but there is a certain positive interaction with the students; (4) The research subjects adopt an evasive attitude towards unfamiliar inquiry teaching strategies, and basically adopt the traditional teaching mode.
CAO Jia-Qi, ZHANG Wen-Hua, WANG Hong-Li. Case Study of Senior High School Chemistry Teacher's Inquiry-Based Teaching Level: Taking “Redox Reaction”as Example[J]. Chinese Journal of Chemical Education, 2021, 42(12): 70-79.
