Teacher Intervention Timing and Support Strategies in Children's Science Inquiry: A Case Study

Teachers' timely intervention is an important condition to support children's independent science inquiry and promote the development of science literacy. In view of the coexistence of excessive guidance and insufficient support of teachers in children's science inquiry activities, this study uses the qualitative case study method, takes the sand and water exploration and construction game in large classes as typical cases, and uses the research ideas of classroom observation, teacher interview and teaching document analysis to explore the judgment basis of teachers' intervention time, support strategies and the relationship between teachers' intervention time and children's inquiry behavior. The case analysis shows that teachers' intervention should be based on children's actual inquiry needs, give full observation and waiting in the independent exploration stage, guide children to solve problems through open-ended questions and appropriate material support in the exploration hindered stage, and promote the formation of science understanding through experience exchange in the exploration in-depth stage. The effectiveness of teachers' intervention depends not only on the timing of intervention, but also on whether the support methods can promote children's continuous thinking and independent attempt. The research puts forward the teacher support path of "observation and judgment - timely intervention - support inquiry - Dynamic withdrawal", which provides practical reference for optimizing the teacher guidance behavior in children's science inquiry activities.