在新课标背景下,课程的实施强调知识与技能、过程与方法、情感态度与价值观三维目标的协调发展。探究式教学作为实践三维目标的重要形式,已经渗透到化学课的日常教学当中,对学生独立思考、创新意识等能力的培养发挥着越来越大的作用。但在实际教学过程中,探究教学往往流于形式,差距很大。究其原因,有来自教师的个性差异,教师素质各有不同;有探究教学的理论指导不到位,教学模式陈旧,新的创新探究模式尚不成熟,造成行动和效果差距很大。因此,在全面实施 Under the background of the new curriculum standard, the implementation of the curriculum emphasizes the coordinated development of the three-dimensional goals of knowledge and skills, process and method, emotional attitude and values. As an important form of practicing the three-dimensional goal, inquiry-based teaching has infiltrated the daily teaching of chemistry class and plays an increasingly important role in cultivating students’ ability of independent thinking and innovation. However, in the actual teaching process, inquiry teaching is often in the form of a big gap. The reason is that there are individual differences from teachers and different teachers’ qualities. There is not enough theoretical guidance for inquiry teaching, outdated teaching models and immature mode of inquiry for new innovations, resulting in a great gap between actions and effects. Therefore, in full implementation