Abstract Employing classroom observation, this research investigated 27 junior high school chemical experiments teaching cases in Shunyi district, Beijing, in terms of inquiry level and students' high-order thinking activities. The results showed that the general inquiry level was still at primary stage and the participation of problem posing by students was especially low; teachers paid more attention to full process of scientific inquiry; students' high-order thinking was reflected in varying degrees, including that the thinking of variable control, evidence reasoning and abstract generalization was developed obviously, whereas the thinking of hypothesis creating, model cognition and criticism and questioning was lacked.
LIU Fang, ZHANG Jing-Jing. Study on Classroom Practice of Chemistry Experiment Inquiry Teaching in Terms of Inquiry Level and High-Order Thinking[J]. Chinese Journal of Chemical Education, 2022, 43(21): 106-112.
