Yu Jinyong of Dingjiafang Primary School in Liling City, Hunan Province pointed out that the overall goal of science curriculum is to cultivate students' independent inquiry ability, encourage students to "practice" and "use their brains", feel the scientific process, and finally improve their scientific quality in an all-round way. Scientific inquiry is the central link of scientific learning. It is necessary for students to experience inquiry activities such as speculation, design, experimental inquiry, expression and communication, experience the process and methods of scientific activities, gain the pleasure of inquiry, increase the ability of scientific inquiry, and form a scientific attitude of bold speculation, respect for facts and dare to question. Key words: scientific teaching, autonomous learning and exploration of scientific literacy quality education The so-called activity teaching mainly refers to the student activities in the teaching process, which take subjectivity, practicality, thinking and development as the main forms, encourage students to take the initiative to participate, explore, think and practice as the basic characteristics, take the all-round development of students' various abilities as the core, and promote the improvement of students' comprehensive quality. The new educational concept has undergone fundamental changes. Classroom teaching began to become a knowledge hall with students as the main body, teachers as the leading role and teachers and students as equal participants. Self-study and exploration to improve each student's scientific literacy in an all-round way has become the action guide and goal of science teachers. "Autonomous learning" refers to students' self-consciousness, enthusiasm and independence in learning, and it is a psychological dynamic state of engaging in creative learning activities. It includes the intensity of active cognition, emotional excitement and will effort. According to the spirit of science curriculum standards, it is necessary to explore how to guide students to learn independently. 1. Stimulate students' interest in autonomous learning. In teaching, teachers should purposefully provide students with various opportunities to participate, create a good learning atmosphere, skillfully stimulate students' interest in learning, effectively mobilize students' learning emotions, and make students really turn learning into their own needs, so as to actively participate in learning. For example, in the teaching of how to speed up dissolution, I first show a glass of water and put in a potassium permanganate. Q: "What do you see? How can we accelerate the dissolution of potassium permanganate? " These are all things in life, which can naturally attract students' attention. In this way, students are interested in what they want to learn because they are eager to solve problems, so they can actively participate in the whole process of learning and have a deeper understanding and mastery of knowledge. In teaching, teachers can also use riddles, games, stories, intuitive pictures, modern educational technology and other teaching methods to create situations that are consistent with the teaching content, mobilize students' emotions, and make students actively participate in the whole process of learning. Second, create opportunities for participation and success, awaken students' subjective consciousness 1, and create a harmonious atmosphere. When organizing science classroom teaching, I strive to create an atmosphere of equality, harmony, liveliness, freedom and active discussion, so that students can have a try and try to avoid the closed classroom teaching that teachers tell students. In practice, it is to encourage students to dare to express themselves, so as to "dare to ask", "be willing to ask" and "ask more questions". It is necessary to provide more opportunities for students to participate and encourage them to explore freely and not be unconventional. When students put forward their own unique ideas, even if they are wrong, teachers should first affirm them, then point out their shortcomings and put forward the direction of their efforts. In addition, in teaching, we should pay attention to both the whole and the individual, and create conditions for active participation, so that every student can actively participate in teaching activities and achieve differentiated development. 2. Create problem situations, such as teaching the class "How to speed up dissolution". First, I show a glass of water and add potassium permanganate. Q: What do you see? How can we accelerate the dissolution of potassium permanganate? Through discussions and reports, the students talked about many ways to speed up dissolution. Are these methods feasible? What should we do? This will stimulate students' thinking sparks and curiosity. Through a series of self-designed experiments such as careful operation, observation, thinking and practice, students finally found that stirring, hot water and dissolved substances can be ground into powder, which can speed up the dissolution. Such layers of questions constantly guide students to think more deeply, thus prompting students to actively participate in the learning process. 3. Enhance the confidence in learning If students lose confidence in learning, they will feel perfunctory and passive in learning, and they will lack the initiative in learning. If you have strong self-confidence, you will consciously eliminate all kinds of interference, give full play to your potential and actively participate in learning activities. For example, in the teaching of "How to speed up dissolution", after reviewing old knowledge and introducing new lessons, I didn't rush to speak, but used enlightening language to stimulate students' self-confidence in learning: "How should this experiment be done? Let the students discuss and design their own experiments. Teacher, let's not talk about it. I believe that students will be able to master new knowledge through their own exploration and research. " In this way, through the encouragement of teachers, students' thirst for knowledge is stimulated. After discussion, design and experimental exploration, students have reached the conclusion of this experiment, mastered new knowledge and enhanced their self-confidence. In class, teachers should also pay attention to praise students with original ideas in time; Don't blame, don't be sarcastic, don't be sarcastic, and encourage students who have wrong answers; Underachievers should be good at discovering their bright spots and let them taste the joy of success. 4. Cultivating reflective habits Some deep-seated and difficult questions in the teaching process, once put forward, if students are required to answer immediately, perhaps only a few students can reach such an agile level, and most students will lose a chance to create, thus making the cultivation of creative thinking and creativity unable to face most students. Therefore, we should give students enough time to think, let them think independently and discuss with each other, and also leave some time for reflection after solving problems. 5. Provide time and space for asking questions. "Learning begins with thinking, and thinking begins with doubt." Asking questions can stimulate students' awareness of active inquiry, improve their interest and efficiency in learning, and cultivate innovative spirit of bold exploration and criticism. Lively, harmonious and democratic classroom atmosphere is the premise for students to ask questions, and teachers are the creators of this atmosphere. Teachers should encourage and guide students to express their doubts and difficulties so as to further promote students' participation. The design and presentation of the problem should get to the point of new knowledge, grasp the essence of the problem, and make the focus of classroom teaching shift to solving the problems found and questioned by students, thus effectively mobilizing students' enthusiasm and initiative. 6. Let a good teacher "link" inside and outside the class. He will never limit his teaching to textbooks or classes. He will guide students to study in a broader background. Because he not only cares about students today, but also their future. Teaching can appropriately go beyond textbooks and classrooms, based on textbooks and classrooms, and "link" textbooks with life, in-class and out-of-class, students and society, and constantly enrich the connotation of science teaching. While teaching students to read, they pay more attention to teaching students to observe and experience. For example, I use my spare time to lead students to carry out scientific practice, such as the experimental study of lettuce juice instead of detergent to remove oil stains, the investigation of cruciferous vegetable diseases and insect pests, and can oleander exudate really kill insects? ..... and many other small scientific papers and scientific practice activities won the first and second prizes at the national, provincial and local levels, and were published in the advanced edition of Introduction to Primary Schools for many times. The close combination of in-class and out-of-class not only reaps the joy of success, integrates knowledge, but also enhances the confidence in learning science. Third, teach scientific learning methods and cultivate students' subjective ability. It is better to teach people to fish than to teach people to fish. Teaching students scientific learning methods is like giving them the key to open the door to knowledge. Only when students master the methods can they truly master the initiative of learning and truly live in the main position of learning. Many scientific knowledge are interrelated, so it is a good way for scientific learning to contact old knowledge, think about new knowledge, often carry out transfer training, apply the law of assimilation and adaptation, and constantly sort out the structure of learned knowledge. To guide students to study and explore independently, we should strive to achieve six emancipations: emancipating students' minds, freeing students' brains from all kinds of imprisonment, and allowing them to think independently, themselves, life, society and the future; Liberate students' eyes, let them see nature and the big society, so as to cultivate their ability to observe nature and analyze society, and provide students with opportunities to cultivate their temperament and exercise their will in the embrace of nature and the big society; Liberate students' mouths, let them have freedom of speech, especially the freedom to ask questions, let them speak freely and give full play to their creativity; Free students' hands, give them a chance to do it and let them do it. Mr. Tao Xingzhi wrote in the poem "Hands and brains are like Long song": "There are two treasures in life, hands and brains. Replacing hands with brains is about to be knocked down, and hands without brains are not enough to eat. You can be a great person with your hands and brain. " ; Liberate students' space and let them get in touch with flowers, trees, green mountains, green waters, the sun, the moon and stars in nature, as well as scholars, farmers, workers, businessmen and three religions in society. Only by liberating space can we collect rich information, broaden our horizons of understanding and give play to their inherent creativity. Free children's time, free children from hard work, and let everyone have leisure, think about problems, talk about the country, read books, do something useful and have time to play. In short, in science teaching, students should take the initiative to study, discuss with each other and communicate in many directions, try to provide students with a spontaneous emotional exchange environment and create a happy and harmonious learning atmosphere. Only by treating students as the protagonists of learning and making them feel that they are the masters of learning can learning be successful.