A Study On The Combination Of Science Education In Primary Schools

Knowledge integration has become a trend in contemporary science education reform and development, and how to organize and integrate scientific knowledge in primary school science education can play the largest possible value becomes an urgent problem. In order to study this problem deeply and systematic on the substantive integration sense of the study and practice, putting forward the knowledge integration force of science education in primary school as a thinking hub and conceptual tools for study. The origin, localization and connotation of the concept of the knowledge integration force are the first question to be discussed in this study. The knowledge integration force as the universal concept, exists in different disciplines, courses, classroom teaching and textbooks, is the powerful response to the problem of "how to organize and integrate scientific knowledge in primary school science education can play the largest possible value". The knowledge integration force is understand as:The integration force of knowledge means the different types, dimensions and levels of knowledge according to some principles by focusing, sequence-based, facility, construction generating and exerting force, means the nature of force, the amount of force, the degree of force, and the way of force mutually unified. The integration force of knowledge represents a complex relationship; reflects the stereo, holographic, complex, integrated way of thinking; carries the value pursuit of developing scientific force and enhancing the scientific literacy. The study of the integration force of science education in primary school, at the theoretical level contributing new perspectives to deeply understand the nature of science, the nature of science education, the integration of science education knowledge, and expand, enrich and deepen the study about the theory of science education. at the practical level helping elementary science education practitioners to form reasonable idea, providing the policy suggestions for further improvement of the knowledge integration of science education in primary school, teaching and learning modes, and textbooks. Better promoting the development of students’ science force and scientific literacy.In the study, based on the object features and research needs were using literature research method, text analysis, participant observation, conceptual analysis and interview method. The general idea is rendered as:clearing the problems of science education in primary school and exploring the meaning of the knowledge integration force of science education in primary school; researching the theoretical basis of the knowledge integration force; defining the knowledge integration force, the content and dimensions of the knowledge integration force of science education in primary school; elaborating the performance of the knowledge integration force of science education in primary school; analyzing the formation and release modes of the knowledge integration force of science education in primary school.Generated from the development, reasonable definition, content and purpose of science education, clearing the problems in elementary science education, they have three aspects of performance:the fragmentation of scientific education knowledge; the inefficiency of the science teachers’integration awareness and integration ability; the box gridded of students’completed appearance of scientific education knowledge. Based on the problems of science education, putting forward the concept of knowledge integration force and expounding the significance of science education, presenting together known as the three aspects:First, optimizing the knowledge state of science education, promoting the effective implementation of science education activities, enhancing the quality of teaching and learning elementary school science to optimize the teaching and learning in primary science; secondly, through the promotion of scientific knowledge learning, enhance scientific force, optimize scientific learning, foster the scientific spirit, enhance students’ scientific literacy; and finally, through the formation of interdisciplinary integration of cognitive schemata, promoting the development of science teaching force, developing science literacy, and improving science teaching wisdom.The effective formation of the knowledge integration force cannot be separated from the support and bearing of the theoretical foundation, which is the theoretical foundation of developing the research of the knowledge integration force. The complex relationship between knowledge and ability, the theory of integrated and differentiation of subject knowledge, complexity science theory, and the theory of the brain compatible learning offer the powerful theoretical supports for this study.From the connotation of the science education knowledge in primary school and the knowledge integration force, define the connotation of the knowledge integration force of science education in primary school. The science knowledge in primary school includes the scientific factual knowledge, scientific conceptual knowledge, scientific theories and scientific procedural knowledge about the material science, life science, earth and space science and other disciplines, involving science-technology-society-environment and science nature, science history, scientific practices and so on. The knowledge integration of science education in primary school is the process about the different levels, dimensions and types primary science knowledge which has a possibility of integration but not integration or the integration is not enough according to some principles through focusing dimensions, sequence-based, facility, construction, forming a new unity. The science force in primary school contains the related ability, includes the basic level of scientific observation force, scientific experiment force, scientific thinking force, the comprehensive level of scientific learning force and scientific practice force, the high comprehensive level of scientific creativity force. The knowledge integration force of science education in primary school means the different types, dimensions and levels of primary science knowledge which has a possibility of integration but not integration or the integration is not enough according to some principles by focusing, sequence-based, facility, construction generating and exerting force, means the nature of force, the amount of force, the degree of force, and the way of force mutually unified.The knowledge integration force of science education in primary school develops the peculiar force, which is the logical force of the science education knowledge. It is the ontology level force of the science education knowledge, and the radiation levels of the scientific grow force, scientific enlightenment force, scientific (spirit) infection force and scientific transformation force. These forces in wrestling and synthesis finally point to the realization of the knowledge core force. The performance level of the knowledge integration force of science education in primary school mainly contains two aspects: the ontology level and the radiation level. The ontology level contains the basic forces of science(scientific observation, experiment and thinking force), scientific learning force, scientific practice force, and scientific creativity force; the radiation level mainly contains the scientific grow force, scientific enlightenment force, scientific (spirit) infection force and scientific transformation force. The scientific grow force includes the germinal level of the driving force of science growth, the operational level of the operating force of science growth, and the practical level of the integration force of science growth. The scientific enlightenment force includes the enlightenment of scientific concepts, the enlightenment of scientific knowledge, the enlightenment of scientific modes, the enlightenment of scientific skills and abilities. The enlightenment of science not only means the full awakening of students’scientific thought and spirit, also means continued to improving students’scientific literacy, enhancing the scientific force, further shaping the scientific character. The science (spirit) infection force includes scientific attract force, scientific penetration force, and scientific identity force. The scientific transformation force includes transforming the free force into the self force; transforming the negative force or counteracting force into the positive force; transforming the knowledge integration force into the knowledge core force.The effective teaching modes of the formation of the knowledge integration force of science education in primary school is the modes and form of the knowledge integration force of science education in primary school, include two aspects. On the one hand, a reasonable mode of knowledge integration is the basic of the form and release of knowledge integration force, involving horizontal integration modes and vertical integrated modes. Organizing science knowledge in primary school around science big idea and build a complete system of scientific concepts is the claim of the horizontal integration modes. Learning progressions is the basic and presentation of the knowledge vertical integration of science education in primary school. On the other hand, the effective teaching modes of knowledge are the practice path of the form and release of the knowledge integration force. From the large dimension (different disciplines of knowledge), small dimensions (same subject knowledge) and the different types of scientific knowledge integration and their intrinsic relationships, elaborating the effective construction of teaching modes. No matter different types of the science education knowledge in primary school contains different levels of scientific forces and the construction of teaching modes, or the integration of the large dimension (different disciplines of knowledge) and the small dimensions (same subject knowledge) promotes the construction of effective teaching modes of the formation of the knowledge integration force, which is complex, multidimensional, and closely related to the specific teaching situations, peoples’ complex mind and psychology.