Abstract Teachers should create opportunities for inquiry of students from aspects of chemical ideas, chemical research methods, disturbance of students' thought, and chemical representation. According to the process of setting contexts, open inquiry, specific studies, representation and evaluation of activity performances in teaching of hydrolysis of salt, this paper discussed the teaching strategies for open inquiry to deep thinking.
LI Ji-Liang, YU Nai-Jia. From Open Inquiry to Deep Thinking in Teaching of Hydrolysis of Salt[J]. Chinese Journal of Chemical Education, 2015, 36(17): 46-48.
