Inquiry learning is the process of finding and solving problems. In thematic inquiry activities, teachers fully respect and protect children's curiosity and interest in learning, tap the theme content of the activities, satisfy children's interest in exploration, let children learn to discover, analyze and solve problems, cultivate good learning qualities such as daring to explore and try, being willing to imagine and create, and form a lifelong learning attitude and ability. This article will start with examples. This paper expounds how to carry out class special inquiry activities from several aspects, such as how to determine the content of special inquiry activities, the basic process of special inquiry activities, the methods that can be adopted in special inquiry activities, and the display of the results of special inquiry activities. Theme activities; Inquiry learning is a kind of problem-based learning, which is commonly called "problem-oriented" learning. This is a learning process of finding and solving problems. Theme inquiry activity refers to the pre-creation or generation of classroom themes by teachers according to children's interests. In the activities, children actively participate, rely on direct experience to explore and obtain results, and show and express the results in various ways, so as to gain experience about the surrounding world and improve children's initial problem-solving ability, hands-on operation ability and creativity. First, the determination and acquisition of the content of thematic inquiry activities. First of all, teachers should provide the environment and materials for inquiry. Piaget's interaction theory tells us that children's cognitive development is obtained through their constant interaction with the environment. Any activity needs corresponding material and environmental support. Teachers provide children with rich materials and an environment for inquiry, which can greatly stimulate children's desire for inquiry. If children are often in close contact with nature, they can stimulate their curiosity and arouse their interest. Children can accumulate useful direct experience and perceptual knowledge through contact with nature, biology and phenomena. Theme activities "Insects" and "Interesting Leaves" can easily come into being naturally from contact with nature. Provide some interesting inquiry tools for children and support their spontaneous inquiry activities. For example, children have a strong interest in ants found outdoors, and teachers can provide them with magnifying glasses. In order to observe the shape characteristics of ants. Secondly, teachers should be good at observing and capturing the theme of exploration. Children often generate new ideas in the interaction with teachers and peer environment. Teachers should learn to be caring people in children's lives and be good at observing children's behavior in the garden for a day. What are they doing? What are you talking about? What did you find? What are you arguing about? Focus on what? Teachers should have a keen eye and understanding of children's development level, capture children's interest points in time, and screen out activities suitable for children's exploration from many issues that children are concerned about, which not only takes care of children's interest points, but also captures educational themes in time. The following is the teacher's record of the theme activity: the origin of the small class theme activity "Eggs and Fruits": When children were doing outdoor activities on the backyard lawn, they accidentally found some fruits on the kindergarten wall, and the children were curious and excited. Are these fruits poisonous? So the next day, the teacher found that the children were still very interested in this problem, so the fruit theme came into being. The theme activity of the middle class: the origin of a bug activity: after breakfast, the children were reading books and suddenly found a bug, so the teacher invited the children to come and observe, and an inquiry activity completely generated by the children began. Dialogue in the observation process: Wu ××: Teacher Zhang said it was scarab ×:. Scarab is green, and this little bug is brown king. It hurts if you pull out its foot. Take care of it, raise it and let it grow up slowly. Sometimes children's mistakes are regarded as an opportunity to explore. Children's understanding of things is sometimes a guess, and teachers can take this opportunity to help and guide children to establish new discoveries. Third, the content of children's exploration should be based on the possibility and interest of children's exploration. The difficulty should conform to the characteristics of the child's age level. Children in small classes are more interested in the external image of things, while children in middle classes and large classes can guide them to think in inquiry, try simple reasoning and analysis, and find obvious connections between things. The class carries out the theme activity of "floating and sinking". The children in the middle class are very interested in the phenomenon that things can float on the water and sink into the water, so the activity carried out in the class is how to make bottles float in the water. How to make the bottle sink into the water? In the big class, children began to be interested in the simple principle of ups and downs. Through the "submarine" activities, they made submarine models and made submarine experiments. Children understand the simple principle of ups and downs. Second, the basic process of thematic inquiry activities. The basic process of class theme inquiry activities is: finding problems, asking questions, proposing solutions to problems, using hands and brains to implement solutions to problems, exchanging and summarizing inquiry results, and showing the process of reviewing inquiry activities. The first step is to observe, discover and ask questions. Teachers can not only generate the theme of activities by observing children, but also find the theme of activities by talking with children and recording the conversation. Teachers can also create a theme that can stimulate children's interest in advance. The theme activity is "Egg Fruit". The children found some fruits on the fence and spontaneously discussed: Can these fruits be eaten? Are these fruits poisonous? This raises a question. What kind of fruit is this? Can I eat? This is a theme activity based on the teacher's observation of children's interests. The theme is "human digestive system". The teacher talks with the children and records the dialogue: Tan XX: How do the organs in the body digest food? Wang XX: Where is the food for grinding teeth? Kang XX: Drinking water will make you pee. Why? Meng XX: How does gastric juice digest food? Zhu XX: Teeth grind food and feed it to the stomach. Wei XX: How is food digested? Ni XX: Why do we have to pull out the food? Zheng XX: How can nutrition be sent to the brain? Zhong XX: Where did the food go? Tan XX: I went to the toilet. Gao XX: Where did you go after dinner? After sorting out conversation record, teachers found that children's interests mainly focused on: Where did the food go? Food turned into poop. Grasping the child's interest, the next activities will come naturally. This is an activity theme generated by talking with children. After a period of thematic activities in the big class "My Motherland", the teacher organized a conversation to catch the children's interest: You learned about our motherland, the capital of China, the Peking Opera culture of the motherland, and the main ethnic minorities in China. What are you going to do next? A child put forward: "I want to be a Mongolian prairie", and everyone agreed. So the activity of "Mongolian Prairie" came into being. "My Motherland" is a teacher's pre-made activity, but the pre-made activity should take the children's interest as the starting point, and the pre-made content should conform to the children's age characteristics. The second link, put forward the method to solve the problem. Teachers should support and encourage children to actively use their hands and brains to find answers or solve problems in the process of inquiry. Support and encourage children to boldly associate, guess the answer to the question and try to verify it. Theme activity "Submarine", Teacher: You know that submarines have to do submarine experiments, so what materials should we use for experiments? Meng XX: I have an idea to make a submarine. Submarines must be able to sink and float. Find a round jar and fill it with water. Wang XX: You need iron, or it will leak. Little XX: Plastic bottles are OK and won't leak. Li XX: If you want to sink, you have to put something in the bottle. After hearing the children's ideas, the teacher did not rush to take out the submarine model, but provided the materials that the children said. Verify the correctness of the idea during the experiment. According to the different nature of the activity, you can also make a plan to solve the problem. Guide children to learn to make simple plans and records, and make an interactive plan with them to discuss investigative steps and methods. The theme activity "Colorful Plants" is that children can solve the problem of understanding the growth process of plants by planting plants. But how to plant it, what do you need to prepare and what materials do you need? After group discussion, we decided to plant soybeans and mung beans and made a simple plan. Flora plan 1. Prepare seeds (soybeans, mung beans) for children to bring from home. 2. Find tools, flowerpots and soil. 3. Plant in groups of three. 4. Record their own records and take photos. Children involved in understanding the specific process of plant growth: Wu ××××, Zhu×××, Li×××, Situ××××, Kang××××, Ding×××, Pang×××, Li××××, Meng××××, Lin××××, Zhong×××, to implement the solution to the problem. The second step, the problem has been solved in detail. However, words and videos still can't really make children feel the danger of mudslides. So everyone decided to demonstrate the debris flow experiment. Before doing the experiment, they made the materials needed for debris flow, including handmade houses, people, sand and water, and discussed the best experimental site in the park, which is the slide that children often play with. When they were ready, they began to do experiments. The children simulated the real situation and put the house and people on the hillside. Some sand and stones fell from the top of the mountain. With the increase of rain, sand and stones fell one after another, destroying the "village" built by the children below. After this experiment, the children really felt the danger of debris flow, and the hard-built house disappeared instantly. The fourth link is to exchange and summarize the results of the inquiry. Asking questions and solving problems does not mean the end of the activity. Teachers should help children improve their experience. Review your own activities. After the "submarine" experiment, the teacher organized a conversation for the children: the goal of the conversation was to help the children understand the relationship between the materials and the submarine experiment. Teacher: What's the difference between using a bottle to make a submarine's body? Zhou: Fill it with water, cover it, sink, dump some people, and then float slowly. Lin Bairun: Fill it with sand and water, and it will sink. Stuart Zixuan: If you put the beads in, they will sink and the beads will float. Zhang Yaqi: Half the water will sink. Bei Zhuoxuan: A bottle will sink if it is filled with water, and float if it is filled with a little water. Yang Xinrui: Let it go. I put a little more water before sinking. Pang: I found that if I put the bottle in a bag and fill it with water, it will sink. Wei Wendi: If I fill a big bottle with water, it will sink. If I fill a small glass bottle with water, it won't sink. Analysis: For the second time, children can truthfully describe the process and discovery of the experiment in clearer language, and the relationship between the experimental materials and the experiment is clearer than the first time. At the same time, I can concentrate more on the experiment. I can notice more details, such as "half filled with water and half sank", "I think that bottle was filled with water, but my head didn't sink, so I stood up". I can notice the different results of the experimental materials, such as "I fill a big bottle with water, and I fill a small glass bottle with water, and it will sink." If you can't sink in a plastic bottle filled with water. " The fifth link is to show and review the process of inquiry activities. To show and review the process of inquiry activities, children's thinking is based on concrete images, and teachers should show the process of activities on the theme wall. Let children know more about their inquiry activities. Third, the inquiry methods that can be used to carry out thematic inquiry activities. Teachers should support and guide children to explore and solve problems in a way that suits their age characteristics. According to the characteristics of thematic activities, different methods should be adopted, which should conform to the nature of the activities. 1, observation method. Teachers should consciously guide children to observe things around them and cultivate their interest in things around them. Learn a simple observation method. Small class activity "Egg Fruit", when children began to spontaneously discuss and produce a theme activity, children observed the different colors and shapes of egg fruit by observation, and found that the surface of newborn egg fruit was rough, while the mature and mature egg fruit was smooth. It is also found that some eggs are yellow and some are blue. After exploration, it was found that the yellow egg fruit was mature. The blue fruit is immature. Activity "Snails", children find some snails in a small box outdoors, and observe the shape characteristics of snails through observation. Children found that snails have a pair of tentacles, live in shells, have a soft body and like to live in dark and humid places. 2. consult books. This is a very common and practical method, and it is also the fastest way to solve the problem. It is more suitable for children in middle and large classes. The big class theme activity "My Body" is "Human Digestive System". Many children in large classes have changed their teeth. After learning about teeth, most children are interested in the process of turning food into poop after eating, so they have the activity of "human digestive system". According to the conversation with the children, we found that the children's questions were more concentrated: where did the food go? How food turns into poop. In response to children's interests, the whole class collectively read two books, We Want to Be Healthy-Gastrointestinal Books and Shit are Terrible, and got a general understanding of the digestive system of the human body and the last excrement "poop". 3. Experimental methods. Intuitive image, children get direct experience through hands-on operation and personal experience. The "submarine experiment" mentioned earlier, the children made their own submarine model. Through the experiment, I intuitively understood the simple principle of submarine ups and downs. In the "debris flow experiment", I learned about the harm of debris flow by doing debris flow experiments, and children also know to care for nature and plant a variety of trees. 4. On-the-spot investigation method "Hermit Crab", children learned a lot about Hermit Crab through books, but many children still don't know the lifestyle and activity place of Hermit Crab. Finally, the children suggested looking for hermit crabs. Observe the appearance characteristics of hermit crabs on the spot to understand what kind of shells hermit crabs will live on. We discussed it and decided to go to Qi 'ao Island with our parents to find hermit crabs at the weekend. After this activity, the children have a deeper understanding of hermit crabs. After the middle class activity "Colorful Plants", the children learned about the opposite, alternate and circular growth modes of plant leaves, and conducted a field survey on how many plants there are in each class. In addition, they made specimens. For example, the activity of "insects" is more suitable for making specimens. Because of the different nature of activities, it is very important to choose the appropriate method, which will get twice the result with half the effort. At the same time, it can better cultivate children's problem-solving ability and greatly stimulate children's interest in inquiry. Fourth, the recording and display of the inquiry results of thematic inquiry activities encourage children to record the process and results of observation and inquiry through painting, taking pictures and making specimens. , and pay attention to make the record meaningful. By recording, children can enrich their observation experience, establish connections between things and share their findings. Records should conform to the characteristics and levels of children of different ages. Children's records can be in different forms, such as pictures, symbols, tables, simple words and photos. 1. Painting and simple written records should be the most commonly used recording methods in kindergartens. Children can record activities through painting. The teacher wrote down the date and simple words to record the contents of the painting. The teacher should prepare an observation notebook for each child, and there is a notebook for different theme activities, as follows: Activity "Plant Growth Process", children record the process of plant growth by drawing. From the pictures, we can find that there are dates written by children and written records written by teachers for children. The pictures vividly show the process of mung bean germination. Help children better understand the growth process of plants. 2. Photographic recording method In the "Plant Growth Process" activity, a group of children took photos according to the observation date. 3. Theme wall display method shows the activity process on the theme wall, including children's further understanding of their own themes. The contents of the exhibition can be photos and paintings of children's activities, children's discoveries and children's activities. Children's activity notebooks, etc. Records can help children understand what they did, how they did it, whether the results were consistent with the planned goals, analyze the reasons, and what to do next. Displaying the theme wall can let children know their own inquiry process, review the inquiry process, gain the ability to try to sort out and summarize their own inquiry results, and experience the fun of inquiry and discovery. Thematic inquiry is an effective activity to help children form direct experience. It is of great significance for children to form the habit of lifelong learning by operating materials independently, feeling and experiencing directly, and finding and drawing conclusions by themselves. By carrying out class theme inquiry activities, children's inquiry learning ability is developed, so that children are close to nature and like to explore, and help children understand the surrounding things and phenomena in inquiry, which has preliminary inquiry ability.