A Study On The Teaching Mode Of Cultivating Senior Students’ Scientific Inquiry Ability In Primary School

With the advent of the information society,the definition of talents and the need for talents are also very different from the past.In the 2017 primary school science curriculum standard,scientific inquiry is regarded as the core of scientific literacy,and scientific inquiry ability has gradually become an indispensable ability of modern primary school students.An effective way to cultivate primary school students’ scientific inquiry ability is to subtly penetrate into the teaching of primary school science curriculum.But now students passively accept,remember,imitate and practice the phenomenon is still widespread,can not well adapt to the new era to cultivate students’ ability of scientific inquiry.In order to more effectively in the course of primary school science curriculum teaching to cultivate elementary student’s scientific inquiry ability,in this study,based on the perspective of teaching,through as applied to the improvement of teachers’ teaching mode,to improve students’ science inquiry ability in classroom teaching,also to first-line teachers’ teaching has a more realistic guiding significance.This paper integrates the requirements of the new curriculum standard on the eight aspects of scientific inquiry: "raise questions","make assumptions","make plans","collect evidence","process information","draw conclusions","express communication","reflect evaluation" as the indicators to measure ability.After three stages of research,including action research method,questionnaire survey method and experiment method,a teaching model of "guide-question-research-application" was constructed for the cultivation of students’ scientific inquiry ability.The teaching mode of "guide-question-research-application" is a teaching mode which aims at cultivating the students’ ability of scientific inquiry,and elaborates the implementation procedures from the four aspects of "guidance,inquiry,research and application".Among them,the derivative is "situational guidance",which is a prerequisite for learning;Ask for "question teaching".Is the main context of scientific inquiry activities;"Independent research" is the key to cultivate students’ ability.Use for "application transfer",is the sublimation of learning,the expansion of knowledge.In each link,the student-oriented principle is highlighted,which points to the cultivation of scientific inquiry ability.The specific research is divided into the following three stages:In the first research stage,students and teachers were investigated by observation,interview and questionnaire.It is found that in the current scientific inquiry activities and teaching,teachers’ guiding strategies are not clear,students’ learning autonomy is not strong,and summarizes the current teaching mode commonly used by first-line science teachers.According to the new curriculum standard to measure the index of scientific inquiry ability,new requirements are put forward for the improvement of teaching mode.In the second stage of the study,based on the inquiry-based teaching model,the improved teaching model of scientific inquiry ability cultivation for primary school students was constructed,and the one-unit teaching was conducted in two classes with the experimental method.After practice,the questionnaire method and observation method are used to analyze the practice results.According to the analysis results,the improvement scheme for the next stage is proposed.In the third stage of the study,the teaching model of "guide-question-research-application" was proposed,and its effectiveness was verified in practice.The results show that the teaching mode of "guide-question-research-application" has a positive role in promoting students’ ability of scientific inquiry,and can also be used as a reference for front-line science teachers.Finally,in order to have a more profound impact on the teaching practice of science,the following studies are expected to further expand the scope of experiments and refine and integrate more systematic teaching models.