The development of modern social science and technology puts forward higher requirements for education. Children's science and technology education activities emphasize that children should go through the process of exploring and discovering knowledge, as well as the application and migration of knowledge. Based on children's innate curiosity, adventurous instinct and desire to explore, Professor Gu Lingyuan put forward a point a few years ago: "A person's temperament of research and exploration can be cultivated from early childhood." Scientific method is the way, procedure, way and means that people must adopt to correctly and effectively understand and transform the world. Whether a person has a high sense of science and technology depends largely on whether he can master enough scientific methods. There is a famous saying in the education field: the way to teach students to learn is to give them the golden key to open the treasure house of knowledge and the finger to turn the stone into gold. Scientific knowledge is constantly updated and will be replaced by new knowledge at any time, but scientific methods have long-term effects. The more scientific methods you master and the more skilled you are, the freer and faster you will explore science. In this sense, mastering scientific methods is more important than scientific knowledge itself. There are various scientific methods, such as observation, classification, analysis, analogy, association, communication, statistics and recording. Once children master these methods, they will actively use them to learn more knowledge and experience, so as to have a broader and more comprehensive understanding of the surrounding environment. However, it does not mean that as long as teachers impart knowledge, children naturally learn scientific methods, and they need teachers' conscious and correct guidance before they can acquire them. So, how to teach children to learn scientific methods in science education activities? Inquiry learning can be said to be a revolution in children's learning style, which makes children change passive learning into active learning and "receptive learning" into "inquiry learning". Only in this way can we stimulate children's interest and develop their potential.

First, teach children to use their senses comprehensively and develop their observation ability. Our class has carried out a series of scientific activities to help children correctly use their senses to perceive things. For example, in the activity of "listening with small ears", I prepared several opaque boxes for my children, which contained bells, beans, stones, rice and so on. Guide children to shake and listen, find different items in them, and develop children's ability to observe things through hearing. On this basis, I designed a series of observation activities from easy to difficult, so that children can perceive things correctly and comprehensively with two or more senses. For example, in the "Fruit in the Pocket" activity, I prepared a bag with a good mouth for my child, which contained apples, pears, oranges, bananas and so on. So that children can talk about what's in their pockets. The child who didn't master the observation method just stood by and said, "I don't know." Children who learn to master some observation methods know how to touch and smell with their hands and observe with their senses. Through this series of activities, children's ability to use multiple senses has been improved. In addition, I also guide children to learn simple observation methods. For example, when observing the "chicken", children first pay attention to the color and dynamics of the chicken. I will let the children observe at will according to their own interests, and then guide them according to the situation: "son, if we tell this to others, they will not know what our chicken looks like." How can we tell it? " This can inspire children to observe in order from beginning to end, and children will soon master the method of orderly observation.

Second, teach children to use records and communication to improve their ability to express results. Children's thinking begins with memory, which can be forgotten by listening, learned by doing and remembered by recording. Therefore, in science and technology education activities, it is not only beneficial for children to think and understand the process of activities, but also helpful for children to learn scientific operation methods. Through mutual communication, we can not only improve our expressive ability, but also inspire and learn from each other. Therefore, I encourage children to record and communicate. For example, in the "sparkling soda" activity, I asked my children to record their observations with pictures, such as drawing a flower or perfume bottle when they smell orange, and then encouraging them to exchange their observations. Another example: In the activity of "Conductor and Insulator", I asked the children to record which conductors and insulators are after the operation. After the operation, the children put their recording papers together and compared them and found that the answers were different. Some recorded pencil lead can conduct electricity, while others can't. The children ask themselves questions, "Why is this?" With this problem, they were surprised to find that the electrical conductivity of pencil lead is not very strong. If the wires are slightly out of alignment with pencil lead, the beads will not light up, so they know how to pay attention to the connection. In these activities, under the guidance of teachers, children not only improved their operational ability, but also learned the methods of picture recording and language communication in the process of exploration, and improved their ability to express the results of activities.

Third, teach children to use analysis and comparison to cultivate their ability to acquire knowledge independently. When children learn to judge and reason by analysis and analogy, they can learn by analogy, which also cultivates children's ability to acquire knowledge independently and solve problems creatively. For example, in the activity of "acquiring skills", children first learned that human beings were inspired by the wings of birds and invented airplanes. Then, let the children play a matching game with "animals" and "bionic products" cards. The children used the method of communicating with each other, and then through analysis and analogy, they quickly matched the cards. Such as: "crab pliers, zebra crossing, butterfly bow, fin paddle, fishtail rudder" and so on.

These scientific methods are used unconsciously by children in the process of exploring knowledge, but as long as teachers consciously cultivate and guide them correctly, children will master and be good at using these methods, and when they encounter problems in the future, they will try their best to find solutions and acquire knowledge independently. The organic integration and promotion of their knowledge, ability and personality is the potential of people waiting to be awakened and stimulated. It is not only a simple "teaching", but also needs to create a good atmosphere and good methods to stimulate children's desire to explore. The ancients said, "It is better to teach people to fish than to teach them to fish". Therefore, in science education activities, we don't simply impart scientific knowledge to children, but take helping children learn scientific methods as an important content to cultivate their scientific quality, create opportunities for children to master and apply scientific methods, and open the door to the treasure house of science.