How to guide children to carry out scientific inquiry

The implementation of scientific activities, the most important point is to cultivate children's independent inquiry learning. What is inquiry learning? The so-called inquiry learning is to select and determine the research theme from the subject field or real social life, create a situation similar to academic (or scientific) research in teaching, let students discover problems independently, and obtain knowledge learning methods and learning processes through inquiry activities such as experiments, investigations, information collection and processing. In the process of implementing science education, children need to take an active attitude to explore and think about the ways, ways and valuable information to find and solve problems. In this process, whether the teacher's guidance is timely and appropriate is of great significance for promoting children to explore the theme of science education activities deeply and persistently to the greatest extent.

First, create a good atmosphere for inquiry learning. In a caring and good group, children will be happy physically and mentally, and will devote themselves to the problems he wants to explore. This kind of atmosphere must first be created by teachers. For example, in activities, teachers' spirit of in-depth research on problems, equal attitude of cooperation and inquiry communication with children, trust in children's ability and sincere concern and support for children's behavior can create a good atmosphere for inquiry and make children feel a sense of spiritual security, which is to engage in inquiry learning. For example, in the activity of "human organs", when the teacher participates in the activity as a "patient" and lets the "little doctor" take the temperature and feel the pulse of the children, the children sweep away their initial formality and depression, and they are very busy and happy. It is the core of science education activities to let children truly become discoverers and explorers of problems. In children's autonomous activities, "What is right? What's wrong? " "What should I do and what should I not do?" These ideas are not in their minds. If teachers exert more control and excessive intervention on them, they will not be able to think freely and use materials freely, which will hinder their activities. Therefore, the teacher must "let go" in the process of guidance, let the children do everything by themselves, even if they fail, let the children find the reasons themselves, accumulate experience and then verify the experience. In the practice of children's science education, provide children with scientific exploration conditions and create a good atmosphere. I provided a number of small turtles for the children in the big class, and provided the children with an observation record book to observe and record the growth of small turtles. One morning, when a child was observing, he suddenly found that the little turtle was not moving. They talked to each other and learned that the little turtle was hibernating, so he stopped eating meat and didn't like to move. Now all the children are interested in the hibernation of the little turtle, which has set off an upsurge of observing the little turtle.

Second, provide the basic resources necessary for inquiry. In science education activities, children's main activities are varied: truthful visit, experiment, observation, production, visit and performance. Teachers should mobilize children, parents, colleagues and themselves to collect and provide educational resources related to inquiry activities according to the preset plan, which will be very important to ensure the smooth development of children's inquiry activities. We found that children generally need three kinds of resources, taking understanding plants as an example: 1, and material resources: including inquiry tools (such as cameras, watercolor pens, sketchpads, measuring rulers), inquiry materials (such as watering flowerpots and flower seeds) and inquiry places (flower gardens, shijiazhuang botanical garden). 2. Information resources: including searching for graphic materials of various plants, visiting botanical gardens and flower gardens, watching such TV programs or related DVDs and VCDs. 3. Human resources: All potential people who can provide opinions and suggestions for children's inquiry activities belong to human resources, such as workers in the market of flowers, birds, fish and insects, parents who do plant research and cultivation, etc. In activities, teachers should be sensitive to what resources children may need to explore various topics, which resources are available and which resources need to be developed. Teachers must also have the ability and methods to mobilize children, parents, community stakeholders and their colleagues to create conditions to meet the needs of children engaged in inquiry learning. For example, in the theme of "understanding the weather", teachers need to invite meteorologists of related majors to the park to receive children's visits, which challenges teachers' ability of external contact and communication.

Third, continue to carry out in-depth exploration activities. 1, enhance interest. First of all, we should encourage and support children's curiosity and thirst for knowledge. Children's curiosity is reflected in watching, observing and exploring the world around them. Curiosity drives children to explore and understand things around them. It is the internal motivation of children's learning and the premise of their success. It also plays an important role in the positive progress of children in the surrounding world. For children in small classes, they like all kinds of flowers and trees and lively and interesting animals. We often take them for a walk in nature. When they observe animals, I guide them to ask questions and enrich the content of the questions. For example, "Teacher, why do rabbits have short forelegs and long hind legs?" "What traces are there on the wheat?" "Why can't chickens swim?" Wait a minute. At this time, the child's curiosity is revealed, and we will give appropriate encouragement and guidance in time to stimulate other children's interest in asking questions. We often carry out random scientific exploration activities. For example, XX children ask, "Why do withered petals wither?" I immediately guided the children to observe the blooming flowers and borrowed a juicer. Through experimental operation, children found that flowers contain water, and withered flowers wither because there is no water. After a period of training, I found that the children in my class are more and more curious. I also have a strong interest in scientific activities and can devote myself to scientific exploration for a long time. For example, when children play "friction electrification", in order to make the glass rod charged, they repeatedly wipe it with fur. Even if they are disturbed, they just stop for a while and continue to operate until the glass rod sucks up the small pieces of paper and succeeds. This fully shows children's interest in scientific activities. 2. Dial appropriately. Appropriate guidance refers to the teacher's guidance on children's learning methods. Only when children master certain learning methods and have certain learning ability can they actively implement scientific inquiry. For example, in the inquiry of "drinks", children should make a survey on the preferences of colors and tastes, but they don't know how to do it. At this time, teachers can give appropriate guidance to help them make tables and make drinks of various colors and flavors by means of classified collection. In this way, children can learn how to make drinks and share them with their peers. In the process of inquiry, what knowledge the child has mastered is secondary, and the key lies in whether the child has developed it. 3. Provide a variety of items and train children's classification skills. Classification is a very important scientific exploration method. In order to help children learn classification, we should make them understand that classification should give certain guidelines. For example, vehicles can be divided into large cars and small cars according to their appearance characteristics, and can be divided into motor vehicles and non-motor vehicles according to whether fuel is used or not; According to the use function of vehicles, they can be divided into ambulances, fire engines and police cars ... Teachers should allow children to make mistakes or arguments in classification, guide children to think positively, correct mistakes in many attempts, and help children classify from various angles, encourage children to constantly change the way of classification, and clarify the reasons for such classification. This not only trains and develops children's classification skills, but also exercises children's language expression ability. At the same time, it promotes the development of their thinking ability and makes them realize the characteristics of objects. 4. Use discussion skillfully. In scientific activities, discussion and mutual cooperation between peers can open up children's thinking, improve the level of children's scientific exploration activities, and help cultivate children's spirit of consultation and cooperation. To this end, we should consciously provide such opportunities for children. For example, when doing small ups and downs, let the children do experiments in groups. In the experiment, the children will find out, "Why does the iron you put sink and the wood I put float on the water?" The children began to discuss, other items were put into the water for comparison, and finally the results were obtained through mutual cooperation and discussion. In short, teachers should be considerate of children everywhere, be a caring person, and organize some colorful exploration activities, so that children's body and mind can develop in exploration and operation activities.

Fourth, help children sum up knowledge. Because most scientific exploration activities are carried out in groups, children don't know much about the exploration process, methods and achievements of other groups. Teachers need to seize every educational opportunity, show the good methods, approaches and achievements of each group in time through process briefing, achievement exchange and work sample display, and arrange communication between groups. This is to encourage and strengthen children's innovation, exploration, experimentation and group unity and cooperation. For example, when the group exploring "How can hair grow out" summed up the reasons, they encountered the problem that it took a while for hair to grow out and they didn't know how to express it. They need to find a suitable graphic language to express it. After thinking and discussing, the group partners decided to use a small alarm clock to indicate the time. After finding a reasonable explanation, the children are extremely excited ... In science education activities, it is a long-term process to guide children to explore. We will continue this work and conduct more in-depth research, looking forward to sharing and communicating with you.

Learning reflection:

After reading this article, I was deeply inspired. First of all, in the implementation of science education, children need to be actively involved in inquiry, teachers need to study the problem deeply, have an equal attitude of cooperation and communication with children, trust children's ability and sincerely care for and support children's behavior, so as to create a good inquiry atmosphere. If teachers control them too much and interfere too much, then they cannot think freely. Free use of materials hinders their activities, so teachers must "let go" in the guidance process and let the children do everything by themselves. Even if they fail, they should also let the children find their own reasons, accumulate experience and then verify the experience. Secondly, in the practice of children's science education, we should provide conditions for children's scientific inquiry and create a good atmosphere. In science education activities, children's main activities are varied: truthful visit, experiment, observation, production, visit and performance. Teachers should mobilize children, parents, colleagues and themselves to collect and provide educational resources related to inquiry activities according to the preset plan, which will be very important to ensure the smooth development of children's inquiry activities. Thirdly, teachers should think of children everywhere, be a conscientious person, and organize some colorful exploration activities so that children's body and mind can develop in exploration and operation activities. Really guide children to carry out effective scientific exploration!