Research On The Effectiveness Of Exploratory Teaching In Primary School Science Curriculum

With the advancement of the new curriculum reform,the transformation of teaching methods and students learning methods has been paid more and more attention.As a teaching mode advocated by the new curriculum standard,inquiry-based teaching has changed the situation that students passively accept knowledge and lack independent thinking and independent practice to solve scientific problems.Inquiring teaching in the science class of primary school can not only improve students’ ability of innovation and inquiry,but also improve the professional quality of science teachers.With the application of inquiry teaching in primary school science curriculum,many problems begin to emerge.How to effectively carry out inquiry teaching in the science curriculum has become an urgent problem to be solved.This study focuses on the effectiveness of inquiry-based teaching in XX Primary School in Yanji City.The author first uses the questionnaire to describe the status quo and effect level of inquiry teaching in the science class of XX primary school in Yanji City.Then,the process of teacher inquiry teaching is analyzed through the classroom observation record table,and supplemented by classroom recording.Finally,the teacher’ s interview is used to analyze the cause of the problem.The investigation and analysis found that there are the following problems in the effectiveness of inquiry teaching in primary school science class:lack of scientific inquiry activities such as student experiment and observation,scientific attitude and scientific inquiry level;teacher-led,low student participation,lack of cooperation among students;teacher discipline The literacy is low,and the ability to effectively use inquiry resources is poor;teachers cannot actively mobilize students’ initiative in exploring various links.The author draws the following conclusions on the effectiveness of inquiry teaching in science class:1.Teachers’ lack of understanding of inquiry-based teaching leads to the cultivation of teachers’ knowledge and ability.2.Teachers pay too much attention to the implementation of the teaching plan,neglecting the classroom to generate teaching content,resulting in reduced interest in students’ inquiry.3.The evaluation of science course is mainly based on knowledge mastery,which leads to teachers’ contempt for the cultivation of students’ practical ability.Based on the analysis of the results,this paper puts forward the following Suggestions for the effectiveness of inquiry teaching:1.Strengthen inquiry-based teaching training and improve teachers’inquiry-based teaching literacy.2.Teachers should develop teaching resources and use a variety of inquiry methods to stimulate students’ interest in inquiry.3.Build a diversified evaluation method according to the characteristics of the science curriculum.