Research On The Thinking-based Teaching Mode Of Elementary School Science Based On Core Literacy

The development of global science technology has higher requirements for people's capability.In order to culture more independent and creative talents,it becomes a primary focus for the education revolution to evolve around key competencies,thus enabling students to meet the standards for self development and social development.At the same time,the research result of brain science and studying science support the revolution for education.Since the start of the revolution on course curriculum,improving our students' key competencies becomes one of the main goals of our nation's fundamental education.The new Course Standards(2017)stresses the development of students' ability of science literacy.Third,the theory of Thinking Education Model has been proven to be effective with improving students' thinking ability and key competencies.Also,the researcher has worked in the field of elementary school science teaching for twenty six years,has been contributing to the writing of Science Education Textbook of Jiangsu,has a an active communication with national and international professionals in the field,and has a profound understanding of the current situation for elementary school science teaching.The article builds on the foundation on focusing on the problems brought by different countries and institutions regarding the definition for key competencies and the goal on how to efficiently develop students' key competencies,analyzing the specific goals on developing key competencies for elementary school science teaching and studying current research status on science education model both inside and outside of China.Based on this foundation,the article expands to four different researches.The first part of research evolves around interviews with current teachers regarding elementary school science teaching model based on theories.By choosing eight influential special teachers from the field of elementary school science teaching to conduct interviews,relying on theoretical base and using Nvivo8.0 analytical software,the researcher concluded six core categories:education theory,education objectives,education process,education circumstances,teachers' professionalism,and education relationships.Based on the categories,the researcher proposes a structure to explain the relationship the six elements,summarises five forms of elementary school science teaching models,and accomplishes the goal of finding the general sequence from interviews to finding general education model system form the sequence.The secondly part of research compiles the six elements with of concepts of thinking model class,combining the author's personal longterm teaching experience,and constructs the thinking teaching model of elementary school science course.Targeted to different study goals,the researcher adjusts the key components of the elements and practices out the core of Thinking Teaching Education Model.The goal of Thinking Teaching Model is to help students understand and take in the specific concepts,and the model is more opted for making statement.The teaching's focuses is on concepts.Thinking Teaching Model's education goal is to see how activities develop students' ability of analyzing,combing,bringing judgements,and developing inference.Also,it aims to develop students' ability of critical thinking,innovative thinking and capability of problem solving.Thinking Education Research Model is more suitable for education aims for giving out programmatic and strategic knowledge,and the focus is on research.Thinking Teaching Models of Problem solving initiates with the problems in real life,uses science concept and theory as the base,and helps students to solve problems in real life through producing and building models.The education goal is to help students learn self-management,develop their communication skills,better their ability of problem solving through hands-on activities.This model is suitable for technical and architectural areas of study.The focus is on real life practices.The third part of the research builds the evaluation standards to reflect people's science key competencies.Based on "National Science Quality Monitoring Framework(Experimental)" from 2015 and the researcher's experience of attending the conference of National Compulsory Education Quality Monitoring Questions Preparation,the research proposes the frameworks for this research's evaluation on literacy.Tests are used to reflect students' attitude and responsibility shown towards the science literacy.The test are processed according to protocols,and was made according to Richter scale.The test and questionnaires can subjectively reflect students' science literacy,and provides a solid foundation for the next step of studying how different teaching models affect students' development on science literacy.The fourth part practices thinking teaching model to develop students' science key competencies in lab.The test objects are students from three classes of fourth grade from an elementary school:the control group(new teachers using the traditional teaching methods),experiment group one(new teachers using Thinking Teaching Model)and experiment group two(professional teachers using Thinking Teaching Model).After a year of teaching,the result shows distinct differences between these groups.And the questionnaires also shows the clean distinctions.This fact proves that in compare to the traditional teaching methods,Thinking Education Teaching Model is more effective with developing students' science key competencies.Ultimately,the article gives a comprehensive discussion by focusing around the building of Thinking Teaching Education model of elementary science course,the constructing of evaluation tools for elementary science teaching and conducting lab research on assessing how Thinking Teaching Education model effects students'development of science key competencies,and provides specific suggestions on how to effectively practice Thinking Teaching Education model.