Problem consciousness is not only the basis for the improvement of students' innovative ability, but also the key to the development of students' thinking. The development of students' problem consciousness will be affected by many factors, among which the influence of teachers' teaching methods and behaviors are long-lasting and systematic. Primary school science curriculum advocates cultivating students' problem consciousness through inquiry teaching. However, in the practice of primary school science education, there are still many problems, whether it is teachers' inquiry teaching behavior or the development of students' problem consciousness. Taking primary school science teachers and primary school students in grades 4-6 as the objects, this study attempts to explore the impact of primary school science teachers' inquiry teaching behavior on the development of primary school students' problem consciousness through empirical data, in order to provide reference for primary school science teachers to improve inquiry teaching behavior and improve inquiry teaching level, so as to promote the development of primary school students' problem consciousness.

Based on the existing research results, this study compiled the questionnaire on inquiry teaching behavior of primary school science teachers and the questionnaire on problem awareness of primary school students, and investigated 1291 primary school science teachers and 1004 primary school students in grades 4-6 in Beijing, Hebei Province and Chengdu. On the basis of group differences and performance types, this paper uses the method of multi-level linear analysis to deeply explore the impact of inquiry teaching behavior of primary school science teachers on the development of primary school students' problem consciousness.

The study found that: firstly, primary school students' problem consciousness is a stable three-dimensional structure, including three dimensions: discovering problems, raising problems and solving problems. Secondly, the overall level of the development of primary school students' problem consciousness is high, but it shows the phenomenon of "being good at finding and solving problems, weaker than asking and expressing problems " at present; There are significant differences in the development level of problem consciousness among primary school students with different gender, different interests in science courses, different parents' highest education level and different parents' independent support. Third, the results of cluster analysis show that there are four types of primary school students' problem consciousness development level, namely "all-round development type", "passive questioning type", "poor discovery type" and "overall lag type", of which "all-round development type" accounts for the largest proportion. Fourth, the inquiry teaching behavior of primary school science teachers is a stable four-dimensional structure, including highlighting the subject status of students, creating a good inquiry environment, emphasizing the openness of inquiry process and giving full play to the guiding role of teachers. Fifth, the overall level of inquiry teaching behavior of primary school science teachers is comparative high, but there is still formalistic inquiry teaching; And there are significant differences in teaching age, professional title, whether they are full-time science teachers, whether they teach other disciplines, whether they have science discipline background, whether they have science teacher qualification certificate, school area, school science education and training frequency and science education and research frequency. Sixth, the results of cluster analysis show that there are three types of inquiry teaching behavior of primary school science teachers, namely "comprehensive high inquiry type", "focusing on the creation of inquiry environment" and "overall low inquiry type", of which "comprehensive high inquiry type" accounts for the most. Seventh, the inquiry teaching behavior of primary school science teachers has a significant positive impact on the development level of primary school students' problem consciousness, among which highlighting students' subject status and emphasizing the openness of inquiry process play the most significant role in predicting the development level of primary school students' problem consciousness. Eighth, there are significant gender differences in the impact of primary school science teachers' inquiry teaching behavior on pupils' problem consciousness, which has a significant positive impact on the development of boys' problem consciousness, but no significant positive impact on girls' problem consciousness.