【作者】 张宁； 卢泽楷； 魏冰；

【Author】 NingZhang*, Ze-KaiLu, BingWei Institute of Chemistry ,Guangzhou University, 510006, Guangzhou

【机构】 广州大学化学化工学院；

【Abstract】 This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach ) and as ends (i.e., inquiry as an a learning outcome ) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry in the science curriculum; (b) images of enactment of inquiry in the curriculum ,curricular materials, classroom instruction, and assessment practices; and (c) factors and conditions, internal and external to the educational setting, which facilitate or impede inquiry-based science education. Another major theme that emerged from the symposium was related to the very conceptions of inquiry teaching .we translated some parts of the paper and give several pieces advice on the inquiry in science education of china.更多还原