Hot spot guide: children need a variety of emotions to encourage children, need to be accepted, and pay attention to every child. The quality of promotion activities comes from the new syllabus of the English Department. It is pointed out that the value orientation of science education no longer focuses on the transmission of static knowledge, but on children's emotional attitude and ability to explore and solve problems, and on active communication and harmonious coexistence with others and the environment. Therefore, it is very important to protect children's curiosity and stimulate their desire to explore, so as to form a positive emotional attitude of loving science. In science education activities, provide various opportunities for observation, operation and experiment, guide children to pay attention to scientific phenomena around them, support and encourage children to observe, discover and question more, and lay the foundation for children to carry out independent scientific inquiry and cultivate their inquiry ability. First, protect children's curiosity and stimulate their desire to explore. Studies have shown that from the perspective of children's psychological development, childhood generally goes through two "questioning periods". The first "good question period" began at one and a half years old and reached its peak at around three years old. Most people like to ask: what is this? Questions like this. The second "good question period" begins after the age of three and reaches its peak at the age of 4-5. This period is characterized by exploring the relationship between conditions, motives and results, that is, asking "why". We often hear children ask all kinds of questions. For example, when a child asks the teacher why there is a crackling sound when I take off my sweater, I still feel some pain. In the corner of nature, we will hear children talking: "Why do peas germinate and garlic never germinate?" For children's problems, our teachers should first respond to children with a positive and enthusiastic attitude, explain or guide children to find solutions to problems, and never ignore them, otherwise they will imprison children's thoughts, and their curiosity and enthusiasm for inquiry will decline or even disappear over time. Secondly, we also ask questions to arouse children's new curiosity and guide them to think new. Finally, children's curiosity should be promoted to the enthusiasm of inquiry. Watt, a famous scientist, became interested in pushing the lid of a teapot with steam, thus inventing the steam engine. Therefore, we should start from children's curiosity and promote children's interest in exploration. Second, create an educational environment and cultivate inquiry ability. Psychologist Rogers put forward that the general conditions conducive to inquiry activities are psychological freedom, democracy and harmony. A free atmosphere can maximize people's ability to explore freely. Establishing equal, trusting, understanding, respecting and harmonious teacher-student relationship between children and teachers, and creating a democratic and harmonious environment for education and activities can effectively stimulate children to actively participate in inquiry activities. Teachers' educational behavior and attitude towards children directly affect children's development. In early childhood, children's self-awareness is very fragile, and a teacher's eyes and an evaluation will have a great impact on it. In the process of children's inquiry, teachers should pay more attention to praise, affirmation, encouragement, acceptance and appreciation, and even dilute their sense of authority, so that children can feel that teachers are only "big friends" who are interested in their own activities and can provide useful suggestions. This high sense of security and freedom can stimulate children's great exploration energy. Psychologist Buner believes that interested materials are the best stimulus for learning. In scientific activities, materials are the stimulus for children to explore. The diversity of materials can ensure that every child has the opportunity to participate in the operation activities, so that they have the opportunity to try and operate repeatedly, so as to complete their own creativity. For example, in the scientific activity of "How to make objects move", rich materials are provided, such as pieces of paper, building blocks, checkers, various toys, matchsticks and so on. By using the existing experience to reprocess, we can create objects that meet the goals, thus mobilizing the enthusiasm and initiative of young children. Third, guide children to explore and think independently in scientific activities. Children care about everything around them. Strange phenomena in nature attract children. A flower and a drop of water are all interesting contents for children. Teachers use small things in daily life to ask questions to children at will and encourage them to explore actively. When it rains, let the children observe the rain in the corridor outside the activity room and answer "What is the rain like?" "What will happen to the ground after the rain?" So that children are interested in rain and continue to explore "where does the rain come from?" "Why does it rain?" "What were the little animals doing before it rained?" Wait a minute. On the basis of certain information storage, encourage children to explore in many ways. After many exercises, their inquiry ability has also been improved. Asking questions is the starting point for children to learn science, and scientific inquiry keeps moving forward by asking questions. Encourage and guide children to find problems, stimulate children to actively participate in inquiry, so as to cultivate children's ability to solve problems. In the teaching activities of object balance, let children use all kinds of materials prepared by teachers to find ways to make clowns stand on the tightrope and stimulate children's desire to explore. In the process of children's operation, the teacher does not express his opinions, so that children can find their own ways to operate. Some children use paper clips, others use plasticine. Some will tear the villain into small mouths, plug the villain into wires and so on. Then let the children discuss and analyze who is the most wonderful villain. Later, the teacher put forward higher requirements, let the villain walk around on the tightrope, and the children entered the stage of re-practice and re-exploration. Respect children's initiative in activities and cultivate their ability to learn, find and solve problems. Of course, the cultivation of children's inquiry ability is not achieved overnight. It needs to be cultivated purposefully and consciously in daily life and educational practice. We should pay attention to accept children's novel ideas and practices, provide children with time and space for free exploration, and improve their inquiry ability. Boutique comes from English.