Research On Scientific Inquiry Activities In High Quality Science Classes In Primary Schools

In the upsurge of international science education reform,scientific inquiry has become the core topic of science education circle.As the basis of scientific learning,scientific inquiry is the core activity of scientific practice.In terms of the significance of scientific inquiry activities themselves,the process of scientific inquiry is the process of giving full play to children’s inquiring nature,the process of reflecting the hypothesis deduction of scientific methods,and the process of promoting students’ internal construction.Therefore,it is the current focus of inquiry teaching for teachers to guide students to carry out scientific inquiry activities effectively in class.In order to analyze the real state of scientific inquiry activities in primary school science classes at present,this study takes the social culture view of learning and the practical view of scientific inquiry teaching as the theoretical basis,and attempts to comprehensively analyze 23 excellent examples of "the Pendulum" from the two aspects of explicit structure and connotation characteristics.First of all,the analysis unit is divided into learning activities to establish the overall impression of scientific inquiry activities.Secondly,the analysis framework of the explicit structure and connotation characteristics of scientific inquiry activities is established.In terms of explicit structure,the eight constituent elements mentioned in the compulsory Education Primary School Science Curriculum Standard in 2017 are mainly used as the analysis framework.In terms of connotation characteristics,combined with relevant research data and the author’s understanding of lesson videos,the analysis is carried out from three aspects: inquiry question,inquiry process,interaction and reflection.Finally,after determining the analysis framework of this study,scientific inquiry activities are coded according to the analysis framework,and the development of the explicit structure and connotation characteristics of scientific inquiry activities are analyzed based on the obtained data.And conclusions and practical implications are drawn according to the research findings.Through the analysis of the explicit structure of scientific inquiry activities,it is found that most of the scientific inquiry activities contain the eight elements stipulated in the "Curriculum Standards",that is,some basic characteristics of inquiry learning are generally possessed in the explicit teaching process.In terms of connotation characteristics,the teachers can guide students to consciously involved in the classes.However,due to teachers’ lack of understanding of the connotation of scientific inquiry activities and the limitation of class hours,teachers are still in a "strong dominant" position in classes.The participation of students is low,and there is a phenomenon of "visibility and little reality" in scientific inquiry activities.Based on the above,the research conclusions of this thesis are drawn: scientific inquiry activities in high quality classes have a relatively complete explicit structure;teachers are still in a "strong dominant" position in scientific inquiry activities in high quality classes;scientific inquiry activities generally exist the phenomenon of "visibility and little reality".According to the research conclusions,the following practical implications are drawn: in concept,teachers should deepen their cognition of the connotation of scientific inquiry activities;in professional development,teachers should be provided with scientific inquiry teaching strategies and tools to support.This research reveals the current situation of scientific inquiry activities in high quality science classes in primary schools from the micro level,and analyzes the specific behaviors of teachers and students in inquiry teaching with real and intuitive data.The development of this research is beneficial to help front-line teachers to clarify the current situation of scientific inquiry activities in primary science classes,to deepen their understanding of scientific inquiry activities,and to provide certain references for teachers to optimize teaching plans and improve classroom practice.At the same time,it enriches the content of empirical research related to primary school scientific inquiry and lays the groundwork for subsequent research.