With social development, multiple teaching methods have become prevalent with the only goal being to fully improve student's comprehensive quality and to promote the professional growth of teachers. In the process of school chemistry teaching, the traditional transmission style of teaching cannot be used to achieve this purpose. Seeking new ways of teaching and learning has become an inevitable element of educational reform and development. As class teaching is the main front of cultivating talents with creative ability, how should we realize its function? The answer is to investigate the new teaching methods. Comparing with the traditional chemistry teaching, inquiry oriented chemistry teaching is a profound change in both theory and practice. It not only adapts to the need of teacher's professional development, and become the powerful support of teachers' professional development and the inevitable orientation. Based on the above reasons, the researcher implemented an action research by use of the 5E learning cycle as the teaching mode. This action research aimed at exploring how to implement inquire oriented chemical experiments and assess their impacts on students' research ability. With the action research going, the researcher gradually reflected the difficulties and problems encountered in varied steps and procedures in the teaching process from the perspectives of the interactions between the teacher and the students, the students’ interest and perceptions on inquiry oriented chemical experiments. The researcher hoped that the results of this research would be used to develop the teaching strategies that fit for the researcher to gradually improve the comprehensive quality of students. The participants were the students in a class which researcher taught. The research involved three stages with each stage at a different inquiry level. Data collected by the researcher included the teacher’s teaching diary, teaching reflection, the questionnaire of students’ perceptions on the experiments, the questionnaire of students’ inquiring ability, classroom observation records, videos and photos, and interview. The results of this research are summarized as follows: 1. It is feasible to combine the 5E learning cycle with the learning activities in group. 2. Students are active under the environment of inquiry teaching. 3. Students' inquiry abilities could be enhanced by the inquiry oriented chemical experiments and to promote the professional growth of teachers. 4. Difficulties encountered by the implementation of inquiry oriented experimental activities include: (1) Serious shortage of time (2) Lack of resource (3) Students ' habits and adaptability in learning (4) Press by the traditional examination system Key words: 5E Inquiry Teaching; Action research; Teacher professional development; Microscale chemical experiments

隨著社會的進步，教學方法也呈現出百花齊放的良好態勢，其目就是全面提 高學生的綜合素質以及促進教師的專業成長。在中學化學教學過程中，僅僅沿用 原來“接受式”的教學方式已很難達到這一目的。在教學中尋求新的教學方式、 學習方式，已經成為教育改革發展的必然之路。作為培養具有創新能力人才的主 陣地課堂教學，如何實現它的功能呢?關鍵是研究行之有效的課堂教學方式。相對 傳統化學教學來說，化學探究式課堂教學是從理念到實踐的一種深刻變革，它不 僅適應了教師專業發展的需要，而且成為教師專業發展的強大支撐和必然取向。 基於以上理由，研究者在化學教學過程中以 5E 學習環為探究式教學模式開展 行動研究，本目的是在探討如何實施探究教學實驗活動，評估實驗活動對學生探 究能力的影響。借著探究教學的開展，逐步從師生互動情形、學生的學習興趣、 學生對實驗的心得感受等環節反省探究實驗教學中的問題和困難。研究者希望發 展較適合研究者的教學策略，逐步提升學生的綜合素質。 本研究以研究者所任教的一個班的學生為對象。研究分為三個階段，每一階 段的探究層次都不一樣，而研究中所收集的資料包括教師教學日誌、教學反思、 學生的感受問卷、探究能力問卷、學生實驗報告、課室觀察記錄、錄影及照片、 訪談資料等。 將上述資料進行統整與分析後，研究結果總結如下： 一、結合小組集體探究和5E學習環的探究教學行動是可行的 二、學生在探究式活動下的學習是積極的 三、探究實驗教學可以提升學生的探究能力和促進教師的專業成長 四、實施探究教學的實驗活動所遭遇的困境包括： 1.時間嚴重不足 2.資源的問題 3.學生的學習習慣，適應能力問題 4.傳統學制下的壓力 關鍵字：5E 探究教學 行動研究 教師專業成長 微型化學實驗