first, the meaning of scientific inquiry

scientific inquiry is the basic concept of science education, which is not only the goal and content of science education, but also the process and mode of science education. It is essentially a way of thinking innovation, a habit of thinking and a series of abilities [1]. Scientific inquiry in Science Curriculum Standards refers to students' inquiry learning activities rather than scientists' scientific inquiry. It refers to allowing students to simulate the working process of scientists, explore the learning process according to certain scientific thinking procedures, learn scientific methods from them, develop the abilities needed for scientific inquiry, enhance their understanding of scientific inquiry, experience the psychological feelings of inquiry process, etc. It not only pays attention to students' personal experience in the process of scientific inquiry, but also allows students to learn knowledge, skills, cultivate their abilities and form. In the process of scientific inquiry, the emphasis is on the process of exploration, not the result; Focus on collecting evidence, not complicated calculations; Emphasis is placed on the evaluation of the results, not on the superstitious results, which is the significance of "science education should focus on inquiry" as one of the scientific education concepts in the Science Curriculum Standards.

Second, the significance of implementing scientific inquiry in science education

In our traditional science education, receptive learning is generally more than inquiry learning. In classroom teaching, the phenomenon of "full-time questioning and full-time irrigation" is more common, and students' learning style is basically "listening-remembering-practicing-testing" [2]. Most students are in a passive state, and their initiative and enthusiasm for learning are not strong. Inquiry learning is the main development trend of international science education at present. Science courses are providing students with sufficient opportunities for scientific inquiry. Inquiry learning activities make students become the main body of learning, establish a harmonious relationship between teachers and students, and make them experience the fun of learning science in the process of inquiry learning, which is conducive to enhancing students' scientific inquiry ability, cultivating students' scientific awareness, forming good scientific behavior habits and scientific quality. Therefore, the new curriculum standard clearly puts forward the main learning mode with scientific inquiry as the core, so that students can experience the process of inquiry learning, cultivate their curiosity and desire to explore, and gradually learn the strategy of inquiry. It emphasizes that it is necessary to take the open educational concept as the guide and the form of inquiry as the carrier, so that students can understand the scientific thinking method, master the skills needed for scientific inquiry, improve their scientific literacy, and cultivate more innovative and compound talents for the country.

(1) create an atmosphere to stimulate students' interest in inquiry. "Interest is the best teacher" and it is the biggest internal driving force for students to learn [3]. In teaching, teachers should be good at motivating students, try to create situations that students are familiar with and interested in, create conditions for activating students' thinking, attract them to actively explore problems and discover laws, fully stimulate students' thirst for knowledge, and urge them to actively participate in the scientific learning process. At the same time, they should also guide students to use what they have learned to discover the laws and interrelations of things in person, so that students can truly experience the fun of scientific inquiry and fully enjoy the joy of self-exploration and knowledge acquisition. For example, when I was teaching Snail, I first played an animation about snails, which made students have a preliminary perceptual understanding of snails, and made them willing to learn and be good at accepting, thus training students' listening and speaking ability, memory ability and observation ability, and fully mobilizing students' enthusiasm for inquiry; Another example is that when I was teaching the lesson "The Ups and Downs of Potatoes in Liquid", I first sank a potato into the water, and then put it in another colorless and transparent liquid, and the potato actually floated. The liquid would leave traces after it was boiled. Students judged that other substances were added to the water to make the potato float. I asked the students to add substances such as salt, sugar, vinegar and monosodium glutamate to the water, and then transferred the liquid to make the potato float. Students

(2) Choose topics independently to inspire students' inquiry consciousness. Einstein once said: "The generation of a problem is usually more important than the conclusion." Putting forward questions is the beginning of scientific inquiry. Only when students choose their own questions can students have great interest in research. Therefore, teachers should leave more space for students in classroom teaching, encourage them to study, discover and boldly ask questions, and of course, give appropriate guidance and inspiration to students to improve their ability to ask questions. At the beginning, some questions raised by students may be random and scattered, lacking theoretical support and scientific basis, and individual questions may even be rambling and imaginary. In this regard, teachers should have enough patience and confidence, and believe that as long as they continue to train, they will be able to form a benign interaction with students in classroom teaching. For example, when I was teaching Snails, I distributed several snails to the students for observation, and then let the students ask their own questions, "What's the use of a few whiskers on the snail's head?" "How does a snail climb?" "Why does a snail leave a sticky snot when it crawls?" "What do snails like to eat?" "How do snails excrete and breathe?" Wait, these are all questions raised by students. In fact, by answering these questions one by one, the teaching task of this lesson is basically completed.

(3) Hands-on experiments to cultivate students' inquiry skills. Science is different from other courses. Students have strong curiosity and active desire to explore the world around them. Learning science should be their active participation and dynamic process. The teaching of science class should focus on "hands-on", and students must start with "experiencing inquiry-based learning activities" and "making inquiry the main way of scientific learning", so that students can observe, measure, record, sort out data, make summary reports, discuss and communicate in person ... Only when they do it in person, and only when they really move can they develop their abilities and learn scientific methods. Therefore, in teaching, we should not only let students operate the experimental equipment with their own hands, but also use various organs to perceive the occurrence, development and change of experimental phenomena; And encourage them to design their own experimental schemes. The process of students' designing their own experimental scheme is not only the process of their thinking, but also the process of synthesizing many kinds of thinking. Only by letting students experience the whole process of the experiment from beginning to end can their creative potential be developed and their creative spirit be cultivated. For example, when I was teaching How to Accelerate Dissolution, I prepared a few hard sweets for each group and asked the students to discuss: How to make one hard candy dissolve faster? After discussion, students put forward their own experimental schemes: some groups thought that one grain was stirred and the other was not stirred; Some say that one is dissolved in cold water and the other is dissolved in hot water; Some suggest breaking one sugar with a hammer before making it, and the other one is not broken; Some thought of heating on an alcohol lamp ... and then, through experiments, students found many ways to speed up the dissolution of objects. Another example is that when I was teaching the class "Objects expand with heat and contract with cold", in order to study whether air also has the property of expanding with heat and contracting with cold, students put forward various experimental schemes. Some people think that you can put a balloon on the flask and observe the phenomenon of balloon inflation and deflation; Some people think that you can plug a thin glass tube on the flask, insert the nozzle backwards into the water, and observe the bubbles in the water or the water in the sink entering the glass tube; Some people think that soap can be coated on the nozzle and the changes of soap can be observed. I have prepared enough experimental materials in the "material supermarket" for them to choose, design and explore by themselves, so that students can truly become "little scientists" and taste the joy of success, and fully mobilize the internal driving force of students to explore and design their own programs in science teaching. Make the experimental scheme closer to their lives and their existing knowledge level, and fully cultivate their inquiry skills, and the classroom effect is very good.

(4) scientific evaluation to enhance students' confidence in inquiry. In the standard of science class, the evaluation of students is described in detail. The standard emphasizes that "the evaluation of science curriculum should promote the formation and development of scientific literacy". Therefore, science classes should not only pay attention to students' learning results, but also pay attention to their learning process [4]. Students' ability to observe, discover and ask questions about natural things in scientific inquiry activities; Design experiment and hands-on operation ability in the experiment; Improve the ability of collecting, sorting, analyzing, reasoning, summarizing, questioning, communicating and commenting all kinds of information in observation and experiment; The development of students' scientific literacy is reflected in the development of emotions, values and other aspects [5]. Therefore, our evaluation methods should be varied, and we should not just stick to the test scores. For example, establish a growing diary for students, record students' performance in time, including the evaluation of students' classroom preparation equipment, classroom experiments and after-school expansion activities, reflect students' achievements from the degree of development and change, and also evaluate students' hands-on experimental ability through experimental competitions, and let students study the natural environment and write investigation reports to reflect students' comprehensive quality and ability. Teachers and students should be allowed to evaluate students.

(5) extracurricular practice to expand students' exploration space. Science curriculum actively advocates scientific inquiry not only in the classroom, classroom and campus, but also in the teaching materials, but out of the classroom, out of the campus, into nature, to the community and to the family. The new curriculum standard points out: "Teachers should not take ringing up and down as the starting point and end point of teaching, and the activities of primary school students exploring science are often not completed in one class." Teaching practice shows that students' curiosity can only be aroused by problematic scenes, and curiosity can generate the desire to explore. The world in a child's eyes is new and beautiful, full of surprises and strangeness. Classroom is the main position for students to carry out scientific inquiry activities [6], but if teachers only pay attention to students' inquiry activities in the classroom and ignore the guidance of students' extracurricular inquiry activities, such inquiry activities are often superficial or even mere formality. In order to extend the field of students' scientific inquiry, teachers should actively guide students to contact with real life, solve some practical problems in life, cultivate their ability to actively explore and apply knowledge, let students enter society, enter life, feel science and technology and apply science in life, and closely link students' inquiry with social life. For example, when I was teaching Weather, I asked students to keep a weather diary every day after class, and at the end of the unit, I selected the "Best Meteorologist", which not only mobilized students' enthusiasm, but also extended the space of scientific inquiry to extracurricular activities, so that students could gradually learn to pay attention to life. Another example is that when I was teaching "Planting Our Plants", I gave each student a small bag of seeds and asked him to go home and learn to plant impatiens in a flowerpot. If possible, he could plant it in his own yard and record the growth process all the time. Bring impatiens back to school after flowering, let the whole class vote, and select the "Top Ten Small Experts in Planting", which stimulated students' enthusiasm for learning.

In a word, science education shoulders the heavy responsibility of children's scientific enlightenment. To cultivate students' scientific inquiry ability, we should start with cultivating students' interest in learning, constantly stimulate students' vitality, guide them to understand, recognize, explore and discover, and promote students' active acquisition of knowledge and increase their ability. The formation of scientific inquiry ability depends on students' learning and inquiry activities, and it is internalized on the basis of perception and experience through hands-on thinking and personal perception. Of course, this is also a step-by-step process. Don't rush into it, and it must conform to the actual situation of students. Therefore, teachers should give full play to the role of leaders, stimulate students' inquiry emotions, improve students' inquiry effectiveness, create a vast world of independent inquiry learning for students, and make students truly become the subject of scientific inquiry and the master of learning!