Action Research On Science Teaching In The Rural Primary Schools In Minority Area

The research presented in this thesis research was conducted in a township in Jishishan Baoan--Dongxiang--Sala Autonomous County in Linxia Hui Autonomous Prefecture, Gansu Province, China from March 2001 to March 2002. Using Action Research, this project employed a combination of methods, such as literature review, in-depth interview, sampling, and observation, to understand the status of science teaching in the area's rural primary schools, and to explore new and better strategies for science teaching. An initial research plan was drawn after studying the status of science teaching in the rural primary schools in the area. The research plan was modified in ensuing actions in order to come up with strategies to accelerate science education reform through enhancing the professional development of science teachers in rural areas, and improving the quality of the science instruction. This research project adopted the framework of the National Science Curricula Standards. The focus of the research was to guide students in the use of such core inquiry-based science learning methods as observations, experiments and loud-thinking. We made efforts to include ALL students throughout the research process. We developed a variety of approaches to first strengthen the commitment of science teachers, then improve their abilities, and finally to become adept at using new teaching methods. The action research went through two stages. During the first stage, the aim was to develop such basic skills of the teachers as lesson planning, analyzing the subject matter and preparing the teaching materials. In order to achieve this, the three teachers and I developed the overall plan of science instruction, including annual teaching goals, plans of teaching modules, designing main activities as well as some single classes. During the second stage, books related to science teaching were provided to the teachers in order to strengthen their subject matter skills and the theoretical part of the conditional knowledge. At the same time, efforts were made to improve the operational part of the conditional knowledge as well as their pedagogical skills, so as to achieve the transformation of the concept of science teaching through improved teaching skills. Over the course of the one-year research, changes were observed in the plan and delivery of instruction as well as concept of science teaching of the three teachers who were involved. In terms of the planning and delivery of lessons, the three teachers learned to design the targets of individual modules and became able to choose various teaching methods depending up the specific teaching materials. They no longer limit the teaching of science lessons inside the classrooms. Noticeably more activities were arranged for students both in and outside of classrooms. In addition, it was observed that one of the teachers attempted to transfer the newly acquired science teaching method to the teaching of mathematics. This research demonstrated that action research is effective in enhancing the professional development of science teachers and therefore improving the quality of science teaching.