Research On School Curriculum Transformation Of Science Big Ideas

Science education is the foundation of the country and the foundation of a strong country.In February 2017,the Ministry of Education promulgated the Compulsory Education Elementary Science Curriculum Standards,stating that “there is no requirement for students to have an in-depth understanding of scientific concepts in primary school,but students must be clear about the concept of science.Natural phenomena and processes,capable of describing and interpreting natural things or phenomena in scientific or near-scientific terms,being able to know the connections between certain scientific concepts,and the scope of application of various scientific concepts",in addition,in each In the field of study,the division and requirements of teaching content are governed and arranged by the concept of science.In January 2018,the Ministry of Education of China issued General high school curriculum and the standard of high school curriculum in 20 disciplines,which condensed the core literacy of various disciplines,such as the physical concepts,scientific thinking,scientific inquiry,scientific attitude and responsibility of physics.Based on the update,the course content and evaluation system was updated.For the first time,the new curriculum standards use the Big Ideas to integrate the curriculum content of various subjects,lead the curriculum and teaching reform,and clearly emphasize the transformation of the core literacy of the discipline with the Big Ideas of the discipline as the core.Science education around the Big Ideas has ushered in a new round of development opportunities.In contrast,since the beginning of the 21 st century,countries around the world have promoted science education innovation and talent cultivation through the reform of science education curriculum.Our efforts have never stopped.Curriculum reform is a long-term and arduous process.In the continuous research and exploration,China's curriculum reform has achieved fruitful results,but at the same time it has encountered many difficulties.The reason is largely due to the different degree of misinterpretation in the implementation of the curriculum reform concept in the various stages of the curriculum reform process,that is,there are problems in the course transformation.Curriculum transformation is the key to smooth integration of the various stages of the curriculum reform process,and is the key to ensuring that the concept of curriculum reform can be fully implemented.This study takes the Big Ideas of science education as the starting point,and constructs the textbook transformation mode and teaching transformation mode of the Big Ideas in science education based on the theory of curriculum transformation,and mainly analyzes the qualitative research method,supplemented by quantitative research.The method is discussed to form a transformation plan for the Energy Big Ideas curriculum in primary school science education and its reference cases,and some analysis and reflection are carried out.First of all,this study uses literature analysis method,comparative research method,etc.to carry out an overall analysis of the core literacy,curriculum transformation theory,Big Ideas,Science Big Ideas and Energy Big Ideas,and creatively put forward the basic structure of the Big Ideas in science education.On this basis,it analyzes the educational implications of the Big Ideas and constructs a multi-curricular transformation model.Subsequently,this study further clarified the structural points and sub-items of the concept of energy in primary school science education through energy literature review and expert consultation confirmation.After that,the research conducted the current situation analysis,program design and reflection analysis on the transformation of primary school science energy concept teaching materials and teaching transformation through interviews.The following main conclusions were drawn from the research:First,the Big Ideas have become the key to the implementation of the core literacy of the curriculum in the curriculum reform in the new era.It has become a hot topic in the current education field.The Big Ideas in science education is the specific expression of Big Ideas in the field of science.There is a meaning world hidden behind it.It has gone far beyond the connotation and extension of common concepts and carries the whole scientific theoretical system.This study constructs the structural points of the Big Ideas of science,including three aspects,one is the knowledge system,which refers to the screening strategy of a major scientific concept and its basic content;the second is the philosophical idea,which refers to a certain scientific concept.The philosophical views and enlightenments hidden behind are derived from the inductive transfer of the knowledge system;the third is the principles and methods,which refers to the principles and ways in which a major scientific concept is integrated into the curriculum.Second,the Big Ideas as the hot topic of curriculum reform in the field of international science education in the new century can not only stay at the theoretical level of infinite discussion,but needs to be implemented.This research constructs the method path from the two aspects of teaching materials and teaching based on the gradual rise of curriculum conversion theory.In the transformation of teaching materials,this study constructs four modes: additional mode,advanced mode,mesh mode and focusing mode.In the aspect of teaching transformation,this study constructs four modes: knowledge flow mode,meaning representation mode,element sequence model and cyclic analysis mode.Third,the transformation of the Big Ideas curriculum in science education is a long-term and complicated process.This study takes the Energy Big Ideas in primary science education as an example to analyze the knowledge system,philosophy and method principles of the concept of energy in primary school science education,and analyzes the status quo according to the constructed curriculum transformation model.At the level of textbook transformation,the paper analyzes three kinds of primary school science textbooks,which are currently mainstream,and finds that there are differences in the transformation modes of the three aspects of the Energy Big Ideas in the same textbook version.In the concept of energy,there is a difference in the transformation mode of the content.The Energy Big Ideas are not completely and systematically presented in the textbook.At the level of teaching transformation,six primary schools in three schools were collected.The interview materials of science teachers and 12 cases of teaching texts found that although the curriculum standards became an important basis for teaching transformation,teachers failed to accurately understand the Big Ideas in the curriculum standards,and there is an urgent need for training and guidance in this area.Fourthly,in order to better promote the curriculum transformation of the Energy Big Ideas in primary school science education,this study carried out the textbook transformation scheme design and teaching transformation scheme based on the constructed curriculum transformation model and the three aspects of the Energy Big Ideas in primary science education.Design,and based on this,carried out a certain reflection analysis.Among them,in the transformation of teaching materials,the research collected the opinions of 9 experts from three groups of researchers,textbook writers and textbook users,and found that the textbook transformation model has practical value and theoretical leadership;in teaching transformation,The study traces the understanding and reflection process of a primary school science teacher and finds that the constructed teaching transformation model has certain practical value and long-term significance for inspiring and improving the teaching of primary science teachers.