Research On Optimization Of Elementary Science Teaching Based On Inquiry Learning

In order to accelerate the modernization of education,build a powerful country in education,and run a satisfactory education for the people,the state constantly advocates paying attention to heuristic,interactive and inquiry-based teaching.The basic curriculum concept of "Compulsory Education Primary School Science Curriculum Standards(2017 Edition)" also clearly proposes to advocate diversified learning methods based on inquiry learning,and to promote students' active inquiry.This research is based on the teaching status of primary school science,starting from the teaching concept of inquiry learning,proposes its own optimization strategy,and provides some references for the teaching work of frontline teachers through teaching practice and effect analysis.The author used questionnaires and interviews to understand the status quo of primary school science teaching in the author's school,and found the following four problems:(1)Teachers do not have a deep understanding of inquiry learning;(2)Irrational guidance for the development of inquiry activities is unreasonable;(3)Students have strong interest in inquiry and weak in inquiry ability;(4)The teacher-led learning evaluation adopts a single method.In response to these problems,the author proposes the following strategies: autonomous learning to improve teachers' professional quality;Study the curriculum standard and accurately grasp the teaching objectives;According to the actual situation,rearrange the teaching plan;Understand the learning situation and reasonably guide the inquiry process;Scientific evaluation,adopt multiple evaluation methods.And in the process of guiding inquiry,the eight elements of scientific inquiry have been further refined.The author took the first chapter of "Plant Growth and Changes" in the second book of the third grade of the textbook science as an example,carried out teaching practice,and comprehensively used the optimization strategy proposed in the process of practice,allowing students to cultivate plants to observe plants,and to interact with plant growth.He has grown in all aspects through personal contact.Through practical research,it is found that the optimized inquiry-based learning significantly enhances students' inquiry awareness and their inquiry ability to a certain extent.The results of the research show that the optimized teaching has increased the rate of experiment opening;improved the efficiency of classroom teaching;improved the ability of students to cooperate and communicate;to a certain extent,they have cultivated students' scientific literacy.However,some shortcomings have been found in practice,combined with feedback from other teachers,some suggestions for improvement are put forward: natural transition should be made when problems are raised;Collecting evidence should be precise and refined;Processing information should be properly demonstrated;The conclusion should be expressed completely.The author will further practice and improve the remaining deficiencies in this study in the future work and study.