Investigation And Enlightenment Of The Current Situation Of Pupils' Scientific Inquiry Ability

As an important part of scientific literacy,students' scientific inquiry ability has always been valued by scholars at home and abroad.“Promoting inquiry-based learning and cultivating students' scientific inquiry ability”is the core concept of China's basic curriculum reform and innovation.However,at present,domestic scholars pay less attention to the evaluation of primary school students' scientific inquiry ability.Some scholars will set some test questions related to scientific inquiry ability when evaluating the scientific literacy of primary school students,and use the test results to evaluate students' Scientific inquiry ability,but the results of this evaluation are often not comprehensive enough.In response to this deficiency,this paper will conduct a comprehensive survey and evaluation of the scientific inquiry ability of primary school students.This study first uses the literature research method to analyze the connotation of scientific inquiry ability and the elements and methods of its evaluation.Secondly,using the questionnaire survey method and interview method,a survey was conducted on a primary school in Dongxihu District of Wuhan.The specific questionnaires were 237 students in the fourth,fifth and sixth grades of the school.The interviewees were the three science teachers of the school..The study found that students' overall level of scientific inquiry ability is high,and they have the basic qualities of completing scientific inquiry learning.However,there are also problems: students lack the ability to ask questions,low guessing and hypothesis ability,weak experimental design ability,and ability to draw conclusions.Insufficient and cooperative learning ability needs to be improved.After a comprehensive analysis of the results of the current situation survey and a summary of the problems of the existing problems,this study gives the training strategies for the pupils' scientific inquiry ability for reference by science teachers.The countermeasures are given in terms of five questions: questions,conjectures and hypotheses,experimental design,conclusions and cooperativelearning,including creating problem situations,inspiring students' innovative thinking,paying attention to skills,teaching students scientific methods,and appropriately demonstrating and guiding Student design;multiple exercises,thinking training;reasonable division of labor,improved efficiency of exploration,etc.