Research On Inquiry Behavior And Teacher Guidance Of Large Class Children In Scientific Regional Activities

Inquiry is the basis for children to learn things and improve their skills.According to the characteristics of children’s age development,they are more likely to acquire knowledge from direct experience.In addition to having curiosity and desire for exploration and being interested in various problems,they are also brave practitioners of practice.Children know things through direct experience and will show many behaviors in the process of inquiry.Therefore,research on children’s inquiry can be completed by observing children’s inquiry behavior.In addition,children’s inquiry needs teachers to give timely and appropriate all-round guidance,so as to help children with immature logical thinking to master knowledge and experience,improve the ability of inquiry,and increase the quantity and quality of inquiry behavior.This paper focuses on the large class in Wuhai a park and Hohhot B Park in Inner Mongolia Autonomous Region,takes the children and teachers in the large class as the research object,and uses the methods of observation,interview and case analysis to observe the children’s inquiry behavior and teacher guidance in the large class scientific regional activities,and summarizes the characteristics of children’s inquiry behavior,It also analyzes the factors affecting children’s inquiry behavior from two aspects of children and teachers,and puts forward educational strategies to promote the development of children’s inquiry behavior.The thesis mainly includes the following five parts.The first part is the introduction,which explains the reason for selecting the topic and the significance of the research,defines the core concepts of scientific area,children’s inquiry behavior and teacher guidance,discusses and analyzes the current situation of relevant research,and introduces the theoretical basis of the research.The second part of the research design and implementation,pointing out the purpose,content and object of this study,literature method,observation method,interview method,case analysis method as the research method.In addition,the research steps are explained from several points such as the operational definition,preparation of investigation tools,field investigation,analysis and suggestions under the guidance of children’s inquiry behavior and teachers.The third part discusses children’s inquiry behavior and teacher guidance in scientific regional activities.This part divides children’s inquiry behavior into seven types of observation,communication,comparison,organization,connection,inference,application and observation.In addition,teachers were observed and interviewed from six aspects of cognition,environment creation,material support,intervention opportunity,guidance method and guidance thinking from the three dimensions of scientific inquiry activities of large class children,so as to understand the corresponding guidance given by teachers to children’s inquiry behavior.The fourth part is the discussion and analysis of children’s inquiry behavior in scientific regional activities.By combining the actual investigation of children’s inquiry behavior and the specific situation of teachers’ guidance,this paper summarizes the characteristics of children’s inquiry behavior,including the combination of initiative and passivity,the combination of implicit and explicit,and the combination of theory and life.In addition,it analyzes the influencing factors of children’s inquiry behavior from two aspects: children and teachers.The fifth part is also the last part of this paper,put forward the education strategy to promote the development of inquiry behavior in the scientific regional activities of large class children.In this part,education strategies are put forward from three aspects: before,during and after activities in scientific areas,with the ultimate aim to improve the quantity and quality of children’s inquiry behavior and their inquiry ability.