The Sample And The Research Of The Scientific Exploratory Ability Of The Junior Middle School Students In The Background Of The Second Curriculum Reform

The research aims to find an effective way or method to foster the students'scientific exploratory ability in science and life science in junior middle school in the new background of the second curriculum reform in Shanghai.One of the most important views of the second curriculum reform is the development of students. Natural science curriculum, which is the essential part for Shanghai primary schools and middle schools, is the basic curriculum to foster scientific literacy and to promote comprehensive development of students. The curriculum rules has clearly pointed out that one of the scientific abilities students should have after studying the science subjects is the scientific exploratory ability, including the abilities of questioning, hypothesis, planning, observation, collecting information, thinking and concluding and expression and communication.To foster the students'scientific exploratory ability, the writer chose one class as the experimental one and the other as the comparative one in Grade Six. Then the writer designed the teaching methods after selecting the chapters which could do good to the aim from the"Science"text book. In the end of the semester, statistic and analysis were conducted to testify the effectiveness of the teaching method if it could foster the students'scientific exploratory ability by examination and survey. As for the"Life Science"in Grade Eight, the writer set up a hobby group for those who were very interested in the subject, and then chose the projects carefully and guided them creatively. In the end of the semester, statistic and analysis were also conducted to testify the effectiveness of the way to foster the group members'scientific exploratory ability by examination and survey.The conclusion: 1. In"Science", the students of the experimental class have improved their scientific exploratory ability in questioning, planning, thinking and concluding, observation, collecting information, expression and communication and solving problems independently. 2. The students of the experimental class didn't do better than those of the comparative class in the final examination, but compared with the later, the former has made tremendous progress in some experiment skills such as measure or operating microscope. 3. The students of the life science hobby group have greatly improved their scientific exploratory ability in questioning, doing experiment, expression and communication and hypothesis. 4. The final examination also showed they had got better mark than those who didn't join the hobby group.The suggestions: 1. The teacher plays an important role in teaching—guide. 2. The student should be put in a main status in teaching. 3. The teaching materials about scientific exploratory should be more reasonable.