Research About The Scientific Concepts’ Cohesive Teaching Strategies Of Elementary School And Junior High School Basing On The Constructivism

According to our country’s current educational system, compulsory education isdivided into two stages of elementary school and junior high school. The divided systemmakes students’ scientific concept learning discontinuous. By the start of the new roundof curriculum reform in our country, the development direction and patterns of sciencecurriculum have also been focused on. Science curriculum in primary school paysattention to the cultivation of the students’ interest in science, cares for students’ innatecuriosity, explores their desire to the world and stimulates them to operate some specificimage. But elementary school just make students have some perceptual knowledge.Thestudents in junior middle school should have rational thinking in scientific concept. Dueto the limitation of schooling length, one scientific concept is often taught by more thanone teacher. The teaching cohesion is particularly important, but according to the currentsituation of the cohesive teaching, there are still many problems.The purpose of this paper is to find that cohesive problems existing in the scienceconcept teaching of primary and secondary school, and explore the effective strategies tomake scientific concepts of primary and secondary schools teaching cohesion betterbasing on the study of a normal science class. The research basing on the constructivismtheory, including Dewey’s natural empiricism, Piaget’s theory of mutual construction,Vygotsky’s theory of the zone of proximal development, Bruner’ ideas about the students’main body status, as well as the concept of ontology theory.In this paper, the main methods used in the research process is the questionnairesurvey, interview and observation. Basing on investigating, observing and analyzing anormal scientific teaching case, we try to find the cohesive problems in scientificconcepts of primary and secondary schools’ teaching, and carry on the induction analysisby the following three dimensions: the dimension of the concept itself, the dimension ofteachers’ external auxiliary, and the dimension of students’ internal construct. In order to improve teachers’ scientific concept cohesive teaching consciousness, ability andscientific teaching case’ studies. This paper proposed a number of strategies from thethree dimensions to improve the quality of scientific concepts teaching cohesion.