First of all, we must be clear about what inquiry is. The definition of inquiry in American national science education standards is: "Inquiry is a multifaceted activity, including observation; Ask questions; By browsing books and other information resources, we can understand what conclusions we know and make investigation and research plans; Evaluate existing conclusions according to experimental evidence; Collect, analyze and interpret data with tools; Propose solutions, explanations and forecasts; And communicate the results. Inquiry needs to determine assumptions, think critically and logically, and consider other alternative explanations. "

Characteristics of research-based learning

Because inquiry is widely used, researchers put forward a working definition to distinguish inquiry-based teaching from inquiry in general and inquiry by scientists. According to the analysis of inquiry and inquiry learning process, inquiry teaching and scientific inquiry are both related and different in five aspects, which constitute five basic characteristics of inquiry learning:

1. Question: Learners are committed to exploring scientific problems.

2. Collecting data: Learners attach importance to the role of evidence in explaining and evaluating scientific problems.

3. Form an explanation: Learners form an explanation of scientific problems according to the evidence.

4. Evaluation results: Learners evaluate their own explanations according to other explanations.

5. Test results: Learners communicate and verify their explanations.

1. Question: Learners are committed to exploring scientific problems.

Scientific issues are concerned with objects, biological and natural events, which are related to those scientific concepts described in the content standard of school science education. These questions can guide learners to carry out empirical investigation and study, and form an explanation of scientific phenomena by collecting and using data. Scientific questions are different from scientific questions in depth and breadth, and the degree of guidance in the process of asking questions is also different. In class, putting forward meaningful and targeted questions can enrich students' inquiry activities, but it cannot be unfathomable and must be solved through students' observation and scientific knowledge obtained from reliable channels. Students must master the basic knowledge and steps of answering questions, be easy to search and use, and be suitable for students' development level. The initial questions can come from learners, teachers, textbooks, the Internet, other resources, or a combination of them. Teachers play a key role in guiding and identifying these problems. Skilled teachers can help students and make their research more concentrated and in-depth. For example, students often ask "why" questions, some of which are too big, and teachers can turn many questions into "how" questions. This change makes the inquiry questions more concentrated, deeper and closer to science, thus guiding students to carry out scientific inquiry and making them experience interesting and rich investigation and research results.

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