Research On The Problems And Countermeasures Of "Scientific Inquiry" Classroom Learning Behavior In Primary Schools

Since the beginning of the new century,many countries in the world have developed rapidly in economy,culture,science and technology,and education is facing new challenges.As a supporting force for development in all aspects,science education urgently needs to be reformed and improved.In 2017,my country released the new "Science Curriculum Standards for Compulsory Education Primary Schools",which made a new interpretation of the goals of scientific inquiry.Whereas past research has focused research on the teacher level,today's increasing value of students throughout the science classroom requires us to focus our research on students.Because no matter how the teaching concept changes or how the course content is updated,the final destination is the classroom,which needs to be displayed by the students.Primary school is a critical period for students' growth,and it shoulders the responsibility of improving students' scientific inquiry ability.This research draws on the content of scientific inquiry objectives and the basis for the division of elements in the new curriculum standard,combined with the research of existing literature,and compiled it by itself.The observation scale for observing the scientific inquiry learning behavior of elementary school science classrooms,using the observation scale to record student behavior and the form of student and teacher interviews complement each other,hoping to more truly,systematically and comprehensively reflect the current scientific inquiry behavior of students in elementary school science classrooms.reality.In this study,the author conducted a two-month classroom observation on five classes of grades 5 and 6 in a public primary school in Heilongjiang Province,with a total of about230 students,and summarized and recorded 28 primary school science lessons.Research and simple quantitative analysis show the situation of scientific inquiry learning behavior: teachers and students in the existing primary school science education express strong affirmation of the importance of scientific inquiry,and students are also very interested in scientific inquiry activities.Students do well in drawing conclusions and can get answers to scientific inquiry questions raised in most cases,but students' learning behavior of three scientific elements of asking questions,making assumptions and making plans is insufficient;processing information and expressing The level of communication learning behavior is not good;there are still problems such as serious deficiencies in students' reflection and evaluation elements.At the end of the article,starting from the four dimensions of society,school,teachers and students,it analyzes the cause of the problem,and puts forward corresponding improvement suggestions for the problem.Strict discipline should be exercised in raising question elements to ensure students' concentration in learning;arouse students' awareness and guide students to discover problems;screen scientific problems and feel the joy of inquiry.In terms of making assumptions,it is necessary to present data and provide necessary knowledge;step by step,master the basic process;emphasize skills and learn the scientific method.Opportunities should be given to formulate plan elements to ensure sufficient time for formulation;appropriate demonstrations should lead students to formulate plans;gradual strengthening should be designed to design inquiry forms with different levels of structure.In terms of processing information elements,it is necessary to display orderly information according to the research objectives;combine the teaching materials and charts to penetrate the information processing methods.In terms of expressing the elements of communication,we must learn to listen and deal with different opinions correctly;scientific division of labor and strengthening of cooperation and communication within the group.In the evaluation of reflection elements,we should pay attention to interpretation and change the method of conceptual understanding;problem-driven,change the formation of inquiry activities;supervision level,change the main points of evaluation methods.To sum up,this study provides real feedback on the current situation of scientific inquiry learning behavior of middle school students in science education,and presents the latest research data reflecting practical problems.It is expected that this study can really provide some new ideas for science education researchers and front-line teachers engaged in teaching.