1. Topic selection

For ninth grade students, inquiry learning is a brand-new challenge. They need the guidance of teachers, who should provide some topics for students. In addition, in chemistry teaching, students are inspired to put forward the subject of inquiry learning on a certain knowledge point, which is put forward by one student for all students' reference and choice.

guidebook

Instruct each group of selected topics. For example, how to design forms, how to make questionnaires, how to record, how to collect data, how to sort out and analyze data, how to write small papers and investigation reports, etc. We are investigating the varieties, main components, decontamination ability and toxicity of commonly used detergents, so as to help students complete their tasks.

practise

Each group consists of about 6-7 people, led by the group leader, and carries out specific division of labor according to each person's specialty, such as those responsible for investigation and interview, those responsible for sorting out and analyzing data, those responsible for writing reports and small papers, and so on. Teachers must pay attention to students' personal safety when organizing practice, and let students go to the field for investigation and practice by chemistry extracurricular activities or weekends, or students can ask their parents, relatives and friends, or use the internet to obtain necessary resources, and finally collect and bind the data into a book, forming reports, essays and so on.

4. Results report

Each group participates in the report of the results of inquiry learning. At the meeting, students' representatives and teachers from different classes were invited to grade, from which excellent topics were selected to participate in the school's achievement report, and questions from different tutors were accepted to find problems from the research of topics, so that students could further study and improve. Because of the practicality, development and inquiry of research-based learning, it is different from the traditional classroom teaching mode, so the following problems should be paid attention to in research-based learning.

1. Pay attention to hot issues and prevent learning liberalization.

Choosing the hot issues that students pay more attention to can arouse students' learning enthusiasm. The process of inquiry learning is also a process of accumulating relevant materials, and it is also a process in which students are willing to compare and refer to each other, discuss and put forward their own opinions. Therefore, the topic focuses on hot spots and has strong operability. However, choosing a topic does not mean letting students go with the flow. If teachers neglect guidance and students only follow their own interests, it is possible to let learning fall into liberalization. For example, on the topic of "the pollution and treatment status of domestic garbage in Jiayu County", students just searched for information and consulted books on the Internet at first, and basically found nothing. There are few books and materials. Most of the information on the Internet is general and of little help to students. Because students don't have the guidance to find the needed information efficiently and quickly, most of them are perfunctory, and finally they send out a bunch of environmental protection materials, which rarely match the topic. Therefore, teachers should be good at capturing all kinds of information, giving targeted guidance, guidance and supervision, and organically combining with parents and society, so as to create a good atmosphere for students' inquiry learning, and prevent students from rambling freely in inquiry learning according to their own subjective thoughts.

2. Pay attention to controversial issues and prevent the learning content from being empty.

Junior high school students' thinking is in an active development period. Controversial topics can make the sparks of thinking collide and produce disputes, thus forming new viewpoints and problems, helping to mobilize students' initiative in learning and improve their thinking in the debate of affirmation and negation. For example, in 2009, the worst drought occurred in southwest China, and in 20 13, there was a large area of continuous high temperature weather throughout the country. Many people think that this is caused by environmental pollution and the increase of carbon dioxide in the atmosphere. In this regard, students can argue with each other, and the teacher guides students to think according to their discussion: Why do environmental pollution and the increase of carbon dioxide only affect the southwest region? Then guide students to think about whether the drought in southwest China in 2009 was caused by environmental pollution and the increase of carbon dioxide in the air; 20 13 is the continuous high temperature in China really caused by the increase of carbon dioxide in the air? In this way, through the guidance of the teacher, let the students contact the real life problems around them, let them consult books and search resources online, and finally come to the conclusion that "drought and high temperature are mainly caused by global warming, abnormal atmospheric circulation, excessive urbanization and other comprehensive factors", thus enriching the learning content. Through the inquiry learning of such a special topic, we can link the knowledge learned in chemistry class with the reality of life, prevent the hollowing out of learning content and exercise students' thinking.

3. Pay attention to real life and prevent the topic from being too big.

Choose chemical events that students personally participate in or experience in real life, so that students can observe, think and reflect, express their knowledge and opinions, and form their own opinions. Such special topics can better meet the needs of students' learning and development. For example, students have been carefully organized to carry out special topics such as "Investigation on the influence of ammonia leakage in Jiayu Chemical Fertilizer Plant on the lives of surrounding residents", "Investigation on the pollution of Liu Ma River in Jiayu County" and "Investigation on the water pollution of Lianjiang Reservoir in Sanhu County", and the students are very enthusiastic. After a lot of observation and investigation in extracurricular activities and weekends, an overall analysis of the environmental situation in Jiayu County was finally formed, and some problems and suggestions were put forward on this basis. Through this activity, many students have exercised their abilities, and many students who were not active in class have made positive contributions in the group summary.

Besides, many students prefer chemistry class. This kind of special research is more practical, and the scope will not be too wide, which avoids that students don't know where to start because the content of special research is too large.

4. Diversified evaluation of research-based learning

Paying full attention to students' learning attitude and attaching importance to the process and method of inquiry learning is an evaluation of students' practical ability. Remember not to care too much about the result. This is only junior high school students' inquiry learning, not a research report made by experts and scholars. Evaluation should be a diversified evaluation, not only decided by teachers, but also comprehensively evaluated by classmates in the same group, classmates in different groups, teachers, parents and social related personnel. The means of evaluation should be diversified, such as praise and encouragement, and there should also be a point of view of phased and gradual development. The contents of evaluation generally include: the attitude of students in the process of inquiry learning activities; Students' activity experience; Students' mastery of inquiry methods and skills in inquiry learning activities; Students' innovative spirit and practical ability in research-based learning: the results of students' inquiry learning, etc. No matter which evaluation method is adopted, chemistry teachers should pay special attention to guiding students' self-evaluation and reflection, paying attention to the feedback function of evaluation and establishing the incentive mechanism of evaluation.