Keywords: inquiry learning, questioning, effective teaching
In scientific inquiry learning, the problem is the starting point of inquiry and the main line of the whole inquiry activity. In science teaching in primary schools, students only try to solve problems when they have problems, and then set assumptions to solve problems and make solutions to them. In the process of implementing the scheme, relevant evidence is collected to test the hypothesis. Therefore, how to make students produce valuable questions in a limited time and conduct effective inquiry is an important topic for science teachers in classroom teaching. In traditional teaching, teachers usually ask questions for students to think and answer. Although this method is unique in inspiring and developing students' thinking, its biggest disadvantage is that it ignores the development and cultivation of students' subjective initiative and innovative consciousness. Therefore, in science classroom teaching, teachers should be good at guiding students to actively discover, generate and ask questions.
First, let students take the initiative to find problems in observation.
Children's curiosity and strong desire to explore are the "drug primers" for scientific inquiry, which can greatly stimulate their enthusiasm for learning if used well. Faced with new things, students always ask some strange questions. However, if teachers ask students to ask questions directly at the beginning of science teaching, students will have great randomness and subjectivity when asking questions because they lack sufficient perception and careful observation of the cognitive objects, and they are eager to get the final direct answer. This will affect students' interest in learning science and run counter to the purpose of cultivating students' scientific literacy in science teaching. Therefore, if students want to have problems, they must pay attention to observation-observation object, observation purpose, observation requirements and so on.
The problem arises from the observation of natural phenomena and life phenomena. Only in observation can we fully perceive the cognitive object, and it is easy to form clear and specific problems. Because of careful observation, students have gained a lot of perceptual knowledge and can make a reasonable explanation of the observed phenomenon according to their own knowledge and experience. When they can't explain, the problem arises. Because students' questions are based on cognition, they will be focused and clear, fully highlight the teaching purpose and improve teaching efficiency.
When we teach inquiry activities with structured materials, we always adopt such a teaching process: the guidance of advanced observation methods, and then the observation records to ask our own questions. It is enlightening and suggestive, which can stimulate students' desire to explore. Students put forward a series of questions through the observation of structured materials. For example, in the lesson of "Knowing Common Rocks", I put a big stone on the table for students to observe. After observing, the students asked: Where did this stone come from? What are the characteristics of rocks? What kinds of rocks are there? What's the use of stones ... Based on personal perception, students' problems are realistic and scientific, and for these problems, I ask students to think: which problems are more suitable for us to solve in class? Guide students to screen out problems and find out the problems that need to be solved. These problems will be highly targeted, making classroom teaching compact and effective.
Second, in the conflict to promote students to produce problems
When reality conflicts with existing knowledge and experience, contradictions will arise. In science teaching, teachers should not only create and use this contradiction, but also highlight this contradiction, so as to urge students to have problems, thus establishing the goal and direction of inquiry.
Before highlighting contradictions, we should first understand students' existing knowledge and experience about learning content, and then select cases or phenomena in a targeted manner, and list common phenomena that are prone to errors or unexpected results according to routines.
For example, students are asked to ask "What is the reason why wearing more clothes makes us hot?" After putting forward their own different views on this question, how can they prove that their views are correct? Assuming that clothes can increase our calories, we can demonstrate it through existing life experience-then the wardrobe is full of clothes, why doesn't the temperature of the wardrobe rise? This is inconsistent with the result of the hypothesis, that is, the hypothesis cannot be established. The basis of this contradiction further suggests that what kind of experiments should we design to observe whether clothes can bring heat to the body? Through thinking demonstration and experimental verification, students can deeply realize that new problems are constantly appearing in the process of solving problems, which can encourage them to think and explore actively. Isn't this the goal pursued by our science class?
The continuous inquiry process of "asking questions-explaining-thinking demonstration-experimental verification-generating new problems ……" is of great significance for students to learn to explore and verify problems and phenomena from both positive and negative aspects and develop scientific learning methods.
Third, urge students to ask more questions in the process of inquiry.
The scientific learning process should be an endless inquiry process. Dewey said: "Knowledge is by no means fixed. This is the starting point of the investigation process. It is always necessary to re-examine, re-examine and reconfirm, just as people will always encounter new and uncertain difficulties. "
Before the lesson "The ups and downs of potatoes in liquid", the teaching content was all about the object itself, and students paid little attention to the properties of liquid. In the first activity-when the same potato appeared in different liquids under different conditions, students' interest was suddenly raised, and it was natural to mention that different liquids might cause changes in buoyancy, which was related to the previous knowledge about the ups and downs of objects, and to explore the influence of liquids on the ups and downs of objects. In this way, the result of the previous inquiry naturally extends to the next question.
Although the influence of liquid on the ups and downs of objects has long been conclusive, today it is discovered and put forward by students themselves in direct inquiry activities. Although they are not scientists, they are really engaged in "science" directly. Isn't that what our science teachers are pursuing? In inquiry learning, let students take the initiative to find problems and ask questions, so as to cultivate their interest in scientific inquiry and develop and cultivate their scientific literacy.
The ancients said: "Learn from the times, small doubts will make small progress, and big doubts will make great progress." Doubt is the beginning of learning and the motivation to absorb knowledge. In scientific inquiry learning, discovery is always the basis of thinking argumentation and hypothesis and the premise of scientific inquiry.
"Learning is important, thinking begins with doubt" is the starting point and core of inquiry. In science teaching, we should pay attention to cultivating students' problem consciousness, so that students can ask questions, dare to ask questions and be good at asking questions, so as to better promote inquiry learning and improve classroom teaching efficiency.
Bibliography:
1, Curriculum Standards for Science (Grade 3-6) (experimental draft)
2. What is science in Zhang Hongxia?
3. Wei Yu's "Inquiry Science Education Teaching Guide"