7Th Grade "the Foundation Of Scientific Inquiry"Curriculum Design

Scientific inquire is at the core of the national science compulsory education standards. Current scientific education theories and practices are inconsistent, because of this we need to explore finding a new method to implement where its practice is the same as the new curriculum theory.The main content of this thesis paper is science curriculum design.This kind of scientific curriculum design’s purpose is to cultivate the skill of scientific inquire.1107th grade students in classes145and146of a school in Guilin were used for the tests, using school-based curriculum development forms, these tests were done over the time of one year.The main work of this research is to:1. analyze related theories, and choose a goal for the curriculum, and choose content for the curriculum2. Make several rectifications in the organization of the course content depending on the students’ experience and performance, and then create learning plans.3. With the method of quantitative analysis of students’learning plans formed in one year, and to research the relationship between the development of scientific inquiry capability and curriculum design.4. Sum up the experience of this curriculum design.The creative methods of this thesis paper are:learning from the PTA inventory, do quantitative researches on students’learning plans formed in one year, use the questionnaires, two final test scores and individual interviews, in-depth analysis of students’scientific inquiry capability, and psychological development. It solves the limitations of the practices in the past, by looking at researchers personal feelings, test results, and the methods of students participating in short time inquire activities with clinical interviews. We have collected a large amount of data:3436learning plans,1043questionnaires, and693test papers.The data analysis has formed the following conclusions:1. In summary the outcome of our research was the same as our goal. Mainly the following aspects:(1)"structure formed by activities" curriculum design can develop the intial ability of scientific inquiry, but the degrees are different.(2)"structure formed by activities" curriculum design can effectively inspire students’studying interests.(3)"structure formed by activities" curriculum design can benefit junior science curriculum learning.(4)The relationships between capability development and the curriculum design are as follows:①Often experience the process of "observe-express", expressing the phenomenon of experiment by several methods can significantly improve the espial and expression ability.②Drawing conjecture can significantly judge and enhance model structure ability.③"Brain Storming" class discussion activities can significantly improve analytical and ratiocinate ability and problem posing ability.④Demonstration experiment, class inquiry experiment, home inquiry experiment and out-class hand made can significantly improve students’manipulative ability. The life orientation experiment inquiry activities can inspire students’inquiry interests, as well as observe life and do experiment.⑤Setting relative task by texts can lightly improve students’conjectures and hypothesis ability, problem posing ability.⑥Conceptual design activities by themselves are too little that students’ conceptual design ability is very low.⑦Activities are too much, so knowledge is unclear, teaching is unsystematic. As a result, students can hardly grasp elementary knowledge and principle. Accuracy rate is almost60%.2. Using the method of "design-based research" made many advantages, except achieving the curruculum goals, reaschers also gained contextualized pedagogical knowledges, such as: (1) Capability’s level is reflected by the difficulty of tasks, but the degree is different;(2) students have certain laws to choose the way of expression;(3) Gender differences, Class differences, and learning level differences are mainly reflected in the performance of capacity level, presentation, learning plans’ miss rate, learning needs and curriculum evaluation, etc;(4) The following principles of curriculum design can be refered:①To persist in observing and recording for a long time;②To fully carry out effective questioning;③To design scenario-based learning plans;④To use standardized classroom management.