Study On The Science Curriculum Cohesion Of Nine-year Compulsory Education Schools

As the fountain of intermediate science, the study of elementary science will affect students’ interest in science and adaptability after they start intermediate study.Nowadays, the curriculum cohesion of elementary and intermediate science has been a hot topic. In order to improve the teaching efficiency and avoid the phenomenon of repeated teaching, nine-year compulsory education schools advocate that part of intermediate scientific knowledge should be taught ahead of time in elementary school. However, will this kind of science curriculum cohesion benefit students’ development?In view of above question, based on the empirical research mode and the quantitative research mode, I conducted a questionnaire survey about current situations, tests and an interview outline for investigation of the science curriculum cohesion of nine-year compulsory education schools in a Shiyan school in Hangzhou.The research used the mainstream mathematical statistics software of SPSS 19.0 for data analysis, discovering four problems in the science curriculum cohesion of elementary and intermediate school:(1) Gradually-lower interest in science;(2) Lack of operational capability of scientific methods;(3) Shortage of scientific spirit;(4)Poorness of learning strategies. The main reasons of poor effect of the science curriculum cohesion of elementary and intermediate school:(1) Schools’ low value of the curriculum cohesion of elementary and intermediate science;(2) Spoiled unity of elementary and intermediate science;(3) Disjointed scientific courses of elementary and intermediate schools;(4) Scarcity of communication among elementary and intermediate science teachers;(5) Diversities in the elementary and intermediate students’ science study.Considering the current problems in the science curriculum cohesion of nine-year compulsory education schools, I put forward the following advice:Construct school-basic curriculum based on scientific-method curriculum cohesion;Propel teaching strategies of intensifying education of science progress; Strengthen the cooperative research among elementary and intermediate science teachers.In the meanwhile, taking those problems brought up by current knowledge instructing connection that students’ lower interest in science and poor mastery of scientific methods as the cut-in point, combing the advantages of nine-year compulsory education schools, I developed the school-based courses on the basis of scientific methods’ instructing connection. The course intends to start research learning mainly concerning scientific inquiry and technical design, complemented by situational skill training and science history learning.