Scientific Inquiry: The Penetration Of The Meta-cognitive Elements Of Practice And Research,

Under the background of the variational education, science inquiry has become the topic of science study. In our country's 《 The standard of science study in 3-6 grade (experimental draft) 》 , science inquiry is clearly a point of view.Regret of is, the teacher usually guides the student to carry on the formalistic and mechanical investigation in scientific search; overly pursue the whole science inquiry, formalistic incline is very obvious; didactical design is short of mentality; teacher's mentality guidance is devoid of illumination; student's intercourse always be formalistic; student's income is shallow.Only strengthen teacher's consciousness about metacognition, they can come into student's advanced mental movement and their personally control character. Under self-conscious metacognition, student's study will be more like scientists.Their thinking is actual, effective, active and profound. They are able to explore scientific knowledge, form scientific skills, experience all kind's of funs in self-study, taste scientific spirit.Near ten teachers gathered to investigate how to penetrate metacognition in student's science inquiry, we read, we think, we do and conclude.Much we have done, more we need to do.