Design-Based Research On The Science Teaching Mode For Developing Elementary Students' Problem Posing Ability

In China's education and learning culture,every "learning" has a "problem",and the " problem" has evolved into a priority amid the transition of an era.Today,students focus on developing their ability to understand " learning" and how to use knowledge by posing a "problem".The ability to pose problems is a crucial aspect of students' learning ability that can deepen their learning behaviors,is also significant for developing and fulfilling the core quality of students' science curriculums,and is even required as an essential component for students' future life in a society driven by artificial intelligence.Developing students' ability to pose problems can reflect the aforementioned research significance and also cover the shortage of research on the level structure of elementary school students' ability to pose scientific problems as well as the teaching model that is adapted to promote the ability.Understanding the "problem-posing ability" concept varies across different studies.Based on the literature research,the paper defines "problem-posing" as after students' cognitive experience and scientific background knowledge collide with the learning context of classroom science,students reconstruct scientific problems through exploration,sharing and thinking,and show the intelligent quality in the continuous and dynamic thinking process of expression.The primary problems in this study include four aspects:(1)What are the elements of the teaching mode to promote the development of students' problem posing ability?(2)What are the components of the question posing ability for primary school students in scientific practice and inquiry?(3)What is the development level of students' abilities while implementing the teaching model? Based on these problems,this study adopts the design research as the main method and combines the qualitative and quantitative methods to make an overall study of the problem-posing process and students' performance in posing problems,as well as updates and improvements in the teaching model to encourage students to pose problems through repeated iterations.Specific research work should be carried out with a focus on the research problem.This paper analyzes the existing target classification and coding studies,and by combining the SOLO classification theory with the reality of posing problems by elementary school students and scientifically analyzing reliability and validity,establishes a capability coding scale based on three dimensions of problem rate,problem type,and problem quality.Based on the characteristics of constructivism and science classroom teaching in elementary school,this paper posits the "experimental investigation,situational experience" strategy,including "discovery carding,process analysis,conjunction life,and problem expression",which are fully integrated with science classroom teaching to form a teaching model that focuses on promoting the scientific problem-posing model(Abbreviated as "FP-SPP Teaching model").Based on the above research,"Magnetism" is selected as the specific teaching unit in Nature,a fourth-grade elementary school textbook(published by Shanghai Far East),and three rounds of iterative practice and seven micro cycles for research design were carried out.The first round of practice consists of two micro-circulation,based on the customized FP-SPP teaching model,and the teaching practice was designed and conducted so that students could pose problems in a full experiment and contextual examination setting.Additionally,the analysis of the posing process and results shows that the students can pose problems,but with a low overall level.Therefore,the teaching model was adjusted,and the procedure "shared-adjustment" was added,which is expected to play a role in the process of problem posing after adjusting the social structure of students' tangible learning.The second round of practice consists of two micro-circulation.After the students choose and arrange study groups independently,they choose the follow-up teaching content and use the FP-SPP teaching model 2.0 to refine the overall design and teaching style.And,a questionnaire was designed to collect students' feedback and evaluation on the process of "shared-adjustment".The process and results of the problem-posing showed that their level of posing problems had gradually enhanced,students at a high level had significantly improved,and students had a high degree of recognition and affirmation of "shared-adjustment".The study also found that there were differences in the level of problem-posing among students in different situations,and the implementation time of the teaching model exceeded that of an original classroom.So,the teaching model must be updated to adapt to the multi-emotional nature of scientific content to meet the conventional teaching needs of the science classroom.The third round of practice includes three micro-circulations.Based on the understanding and analysis of the classroom situation,three different types of classroom situations were designed,including the "unstructured situation","semistructured situation",and "structured situation".Also,the proposed time was merged,thus allowing students to concentrate on asking problems and sharing adjustments after sufficient situational experience and experimental exploration.The process and results of students' questioning indicate that different classroom situations have affected students' scientific learning and questioning.The shared-adjustment process has played a role in promoting the in-depth development of students' thinking.The updated and revised FP-SPP teaching model 3.0 can become a science classroom teaching model.Commonly used modes can continuously promote the development of students' ability to pose problems.The study of three rounds of practice shows that the FP-SPP teaching model after iterative cycles and updates has a positive effect in promoting and developing students' ability to pose problems.At the same time,the research further shows that elementary school students can pose scientific problems.The characteristics of plasticity and development and group collaborative learning-centered on "shared-adjustment" play an important role in the development of the ability,and different science classroom situations also greatly influence students' problem-posing ability.As science teachers,we must alter our teaching concepts,use the ability as an important component of the core literacy of science courses,carry out teaching practice and research,regard the development of the problem-asking ability as an important starting point for improving students' learning methods,and teach students the problem-posing methods and strategies.Also,continue carrying out continuous and in-depth research on factors that affect students' problems,so that science education and teaching return to the essence of learning,and that developing the core literacy of each student's science curriculum becomes feasible.