An Experimental Study On Students' Self - Questioning In The Teaching Of Conceptology In Primary Schools

Science curriculum standards of primary school emphasize the teaching of scientific concepts. Concept is the foundation and cornerstone of scientific knowledge learning. Due to that the last presentation of the concepts, however, depends on students to memorize mechanically in science class at present, it is easy to forget them. Even if students remember them barely, it is hard for them to constantly learn scientific knowledge. Therefore, it is the main task of the scientific concepts teaching to make students know that how to understand, grasp and apply scientific concepts, how to learn how to learn, and to consciously participate in the planning, monitoring and adjustment to their own cognitive activities. In this study, the self-questions is a learning strategy that can help students "learn how to learn" and consciously use it in the concept teaching. The self-questions of students in the process of concept learning are thinking activities for the process. The activities include self-awareness in the stage of concept introduction, self-monitoring in the stage of concept formation, and self-assessment in the stage of concept consolidation and extension.This research integrates self-questions into the scientific concepts teaching, and mainly solves the following two questions:1, the influence and effect of self-questions on students’ concept learning level in the scientific concepts teaching; 2, the influence and effect of self-questions on students’ self-questions ability in the scientific concepts teaching. The research questions of this study embodies the following four problems:(1) Measure the status of self-questions in the two parallel classes through the questionnaires; (2) Build a research scheme combining self-questions with the scientific concepts teaching, and design the self-questions lists suitable for scientific knowledge learning; (3) Select specific content in scientific concepts teaching, and design cases in terms of the self-questions lists; (4) Explore the influence and effect of self-questions on students’ concept learning level and self-questions ability through experimental study.The study selects two classes of grade 5 in the Primary School Attached to Nanjing Normal University as parallel classes to do education experiment. The self-questions lists were designed to make students in the experimental classes train self-questions ability in the concept teaching. The self-questions lists consist three parts depended on three stages of the scientific concepts teaching, which include the stage of concept introduction, the stage of concept formation, the stage of concept consolidation and extension. Meanwhile, the author selects the content of the unit 2 of book 1 of grade 5 in the book of Jiangsu Education Press of the elementary school science as teaching materials, designs a teaching case which combines the concept teaching with self-questions for the author using in the experimental research, and constantly improve self-questions lists through teaching practice. This research mainly uses SPSS statistics 17.0 to sort and analysis the before the test data and after the test data of the questionnaire.The study mainly draws four conclusions:First,on the basis of theory, this study created the Self-questions list;Second, it can promote students’ concept learning level to apply questions themselves in the scientific concepts teaching; Third, it can enhance students’ self-questions ability to apply questions themselves in the scientific concepts teaching; Fourth, students’ concept learning level and self-questions ability can complement each other, closely linked in the scientific concepts teaching. In addition, this paper also puts forward the following requirements to teachers on self-questions applying through the self-questions training in the experiment research:First, it requires teachers’ hand-holding guide at the beginning of the self-questions training; Second, There should be a developing process from being forced to be conscious in the self-questions training; Third, self-questions training should be timely feedback and evaluated; Fourth, self-questions should grasp the breakthrough time point of the questions, and should be asked in time, in the scientific concepts teaching; Fifth, teachers should design questions elaborately.