Why should we guide students to carry out scientific inquiry?

First, teachers should be good at creating situations and guiding students to find problems.

Children's curiosity is innate. When facing new things, teachers should always "get to the bottom of it". Teachers should make full use of this psychological characteristic of children, let students observe, think and explore deeply, create problem situations, guide students to find and ask questions, and then explore independently. This is not only a question of learning methods, but also a renewal and transformation of educational concepts. Its fundamental point is to highlight the student-centered thinking. Give students the initiative to learn, create a positive, relaxed and harmonious classroom teaching atmosphere, and let students become the protagonists in studying "problems" and become "experts in asking questions" one by one. In this way, the enthusiasm and initiative of students will be greatly stimulated. Students always ask questions on the premise of their own positive thinking, so teachers should actively guide students to find problems and ask questions boldly, because it is more important to find problems actively than to solve them passively.

For example, in the teaching of "Temperature and Thermometer" in the second volume of Grade Three, we can design such a teaching situation: prepare two hot water beakers with small temperature difference for students (white gas floats above the cups) and ask questions: Look carefully at the two glasses of water on the table. What's the difference? Try the outer wall of the cup again with your hands. How do you feel? What's the difference between these two glasses of water? The above questions guide students to go through the five processes of "seeing-touching-feeling experience-thinking, comparing and summarizing" step by step. The students didn't know until they touched it. "These two glasses of water are hot water, as hot as two glasses of water, but not as hot as two glasses of water. This glass of water is hotter and that glass of water is hotter. " Faced with the same thing, because of students' knowledge, experience and experience, when the time is ripe, a new question is put forward: "Which glass of water is hotter? What can you do to solve this problem? " The students suddenly turned from arguing about the results of experience to finding solutions to problems. Some say to touch it carefully with your hands, some say to touch it with a sip, and some say to measure it with a thermometer ... Because students have discovered many methods, they once again cause students to argue and point out the shortcomings of the other methods. Everyone thinks that there will be errors when touching by hand, and the amount of hot air emitted by the eyes is unstable. It's hard to tell if you're afraid of getting hurt after a sip. Only by measuring with a thermometer can we draw an accurate and scientific conclusion. Finally, the students agreed and decided to use a thermometer to measure which glass of water is hotter. In this way, in the process of continuous understanding, students gradually formed the view that "measuring with scientific instruments is more accurate and scientific".

In this link, the reason why the temperature difference between the two glasses of water is very small is to create a problem scene that causes students to dispute, so that students can have differences in the process of observation and produce solutions to problems in the process of dispute, thus stimulating students' interest in studying problems and guiding students to explore independently.

Second, teachers should let students cooperate and communicate, and explore and solve problems together.

Communicate in cooperation and cooperate in communication. The course of scientific development has proved that many scientific research achievements have been achieved through the cooperation of many scientists or the joint efforts of generations. The new curriculum standard also clearly points out: "Group cooperation is one of the main ways for primary school students to learn." The process of cooperation and communication can help students learn to discuss according to certain rules, listen to others' opinions, accept others' criticisms to re-examine their own views, gain a correct understanding, learn to accept each other, appreciate each other, share and help each other, enjoy the fun and joy brought by cooperation, and experience the significance and value of cooperation. Therefore, cooperation and communication, * * * and inquiry play a unique role in inquiry learning.

For example, in the lesson "What's in the Soil" in the first volume of the fifth grade, students are first arranged to observe the soil in the flower beds on campus in groups to compare which group observes carefully, uses many methods and finds many problems. Then observe and compare the different soils brought by the students in the group, and then compare and communicate in the class to find out the characteristics of each soil. In such activities, students must exert their collective wisdom and unite and cooperate, so that they can surpass other groups. At the same time, I also shared other people's research results, listened to other people's findings and exchanged my own views. Really accept each other, appreciate each other, share each other and help each other, deepen students' emotions and correct their attitudes towards people.

Students' cooperation and communication must have practical efficiency and significance. Teachers should provide students with scientific, reasonable, practical and closely related objects to facilitate students' cooperation and exchange. * * * With inquiry, empty and unrealistic content will only make students feel great disgust at the process of inquiry, rather than the sense of happiness and accomplishment of cooperation and communication. Therefore, teachers should establish several sub-topics around a theme according to the content of teaching materials and the actual situation of students, so that students can adopt flexible and diverse learning methods and cooperate with each other to improve the initiative of inquiry. For example, when learning unit "Weather" in the first volume of the fourth grade, the teacher led the students to establish small problems that are close to the reality of life and can be used for students to cooperate and communicate: ① Keep observing the weather for a week or a month and make records; What's the difference between weather and meteorology? ③ Collect the weather forecast of our city for one year, and analyze the differences of weather conditions in different counties and districts of our city in the same season according to relevant data; ④ What activities in human life have influenced the local weather; ⑤ What are the benefits of weather changes to people's production and life? What inconvenience has it brought? Teachers can work with students to make research plans, collect data, conduct social research, debate, exchange ideas, sum up and reflect, so that students can experience the process of scientific inquiry again in extracurricular activities and gradually improve their knowledge system. Through further exploration, discovery and experience, students initially learn to collect, analyze and judge information, which not only exercises students' ability to analyze and solve problems, but also cultivates students' scientific will, practical ability and inquiry ability.

In the long run, why worry that students' awareness of "cooperation and communication" with others will not be improved and their ability to "explore and solve problems with others" will not be strengthened!

Third, teachers should let students apply in practice and experience in application.

Scientific inquiry should pay attention to the process and students' "experience". Only in the process of inquiry can students deeply experience success, frustration, cooperation, doubt and challenge, and can they truly explore science and truly use their hands and brains. Even if the inquiry fails, it is also a fortune for students, and it also has important educational value, which makes students realize that "scientific research is not easy, and scientists are really amazing." For example, when learning the joint connection mode in the lesson "Bones, Joints and Muscles" in the first volume of the fourth grade, the teacher first asked the students to touch their bones and joints, stretch their arms and bend over, then guided them to guess and discuss the connection mode, and connected them with similar structures in life, and then asked them to draw their own guesses in the form of stick figures. Students have experienced such a gradual and in-depth exploration process and have a preliminary understanding of the joint connection model. When the teacher shows the real connection mode of six joints, especially the three-dimensional joints, on the big screen with the skeleton model, the students have a clear judgment of what they have drawn through comparison, and have experienced the success of drawing correctly and the failure of drawing wrongly, and gained a correct understanding after thinking about the test on the basis of failure.

Students apply their knowledge and skills to real life, which is determined by the practical characteristics of natural science. In the process of application, on the one hand, students' knowledge and skills have been consolidated and improved; On the other hand, when students encounter difficulties, they must go all out, actively use their brains, and try their best to creatively use various conditions to solve difficulties, thus developing their abilities. Students can consciously use the knowledge and methods they have learned to explore new problems in practical activities, which also reflects the importance of stimulating students' interest in inquiry.

Fourth, teachers should guide students to reflect and make timely evaluations.

The evaluation of science classroom includes not only the evaluation of students, teachers and parents, but also the evaluation of society. "Science Curriculum Standard" points out: we should pay attention to students' learning process, pay attention to students' emotional experience, reflect diversity in evaluation and emphasize the promotion function of evaluation. The correct evaluation of teachers is very important to guide students to carry out scientific inquiry, and the evaluation method is very flexible: it can be evaluated at the end of teaching activities or throughout the whole teaching process; When evaluating, we should not only pay attention to the results of students' scientific inquiry activities, but also pay attention to students' performance in every link of the process; It is necessary to evaluate students' classroom performance as well as their preparation before class. Evaluate not only students' actual operation, but also students' experimental reports and reports, and pay attention to students' methods of obtaining these results and their experience; It is not only students' self-evaluation and mutual evaluation, but also teachers' evaluation and parents' evaluation, such as their research plans and ideas, their ability to collect and process information, and whether they show interest, responsibility, creativity and cooperation spirit in activities. It is a rare opportunity to evaluate students; A novel design scheme, a bold idea, an idea different from the textbook, a unique creative activity, an exquisite handmade opinion, a pleasant cooperation and a meaningful investigation are all great opportunities for students to evaluate. In fact, the teacher's evaluation is not only a language incentive, but also a teacher's look, a smile, a thumbs-up and a casual touch of the head, all of which are priceless compliments and an incentive to students. The effect of students' self-evaluation and mutual evaluation is also quite effective, which will make students feel that they have made progress and will make more progress in the future than now. The evaluation of students should also pay attention to mobilizing students' parents to participate, which will make students' progress more transparent, and students will feel that everyone is paying attention to him and caring about him, which will make him more confident, make progress faster, learn more and be more interested, and gradually improve his inquiry ability.

As a science teacher, we must stimulate students' interest in learning and guide them to truly explore science according to the teaching content and the age characteristics of primary school students.