我们知道,新课程教学注重学生科学素养的发展,重视学生在教学中的主体地位,强调学会学习,主动的发现知识、探索知识。探究学习确实比传统的接受式学习方式,更能突显学生主动学习的精神,能有效的培养学生的创新精神与实践能力,使学生从教学上的客体角色变为学习上的真正主人。但在实际的教学中,部分老师在开展探究学习活动时,总是不能把握它的内在本质,发生了这样或那样的偏差,导致形式上的探究,本文就在初中化学教学中,开展探究 We know that the new curriculum focuses on the development of students' scientific literacy, attaches importance to the dominant position of students in teaching, emphasizes learning to learn, take the initiative to discover knowledge and explore knowledge. Inquiry learning is indeed more than the traditional method of receiving learning, but also to highlight the spirit of active learning, students can effectively cultivate the spirit of innovation and practical ability to enable students to change from the teaching of the object role to the true master of learning. However, in actual teaching, some teachers always can not grasp the intrinsic essence of inquiry learning activities, and one or more deviations have occurred, resulting in formal inquiry. This article explores junior high school chemistry teaching