Why My Students Do Not Enjoy Scientific Inquiry?

The central part of scientific learning is to make a thorough inquiry.There is evidence that Exploratory learning is a powerful tool for learning science,which learners in the classroom to maintain a strong curiosity and strong curiosity.On February 15,2017,the Chinese Ministry of Education has issued the new version of Standards for Primary-School Science Education.The Standards clearly demand to fully understand the importance of primary school science for children and improve learning and training for science teachers in all aspects.In the Standards,it is clearly identified that the primary school science curriculum will start from the first grade,theoretically schools should offer science no less than one class per week for the first and second graders,while three science classes per week for the third through sixth graders.This means that a large number of novice teachers will enter into the primary schools as science teachers.How to make these novice teachers quickly ready to teach elementary-schools science and improve them to adopt inquiry-based instruction in their classes are worthy to be investigated.This article mainly uses qualitative research methodology,specifically narrative research in education.By reviewing and reflecting my experiences as a graduate student in the"independent" rural teacher training program,this research describes my resident practice in Guilin as a primary-school science teacher.Through the reproduction of real teaching situations,this research demonstrates my original misunderstanding of primary school science as "a piece of cake",which has brought many challenges for me in my classroom practice.With the question"Why my pupils do not enjoy scientific inquiry?" I began to use science notebooks as an interactive media and attempted to explore the validity of applying science notebooks.Throughout this process my conception concerning inquiry-based instruction gained reconstruction.The following 3 points are the keys to practical implementation of inquiry-based instruction:1.Abandon the "in every lesson the teacher has to make a final conclusion" in that student can experience the whole process of inquiry-based learning;2.The real inquiry-based learning takes place when students have interests to engage in it and are possible to solve problems;3.It needs the support and promotion from "Innovative Practice Community".This paper is divided into three parts:The first part introduces the origin of the study,the literature review,the purpose of the study,the method of research,and the collection and collation of the data;the second part first introduces my confusion in the practice of innovation,found that primary school science is not pediatric,students actually do not enjoy the inquiry teaching.And then describe me through the introduction of scientific records,Opened a window to learn about primary school science,the process of exploring the validity of the scientific record has been constantly updated with his own exploratory teaching concept,finally,practice of "confused" to be solved.This part uses the method of the side.The third part is my new thinking and new understanding of primary school science education.