A Study On The Influence Of Inquiry Into Mechanism Teaching Of Primary School Science On Students' Learning Transfer

Transfer is a common phenomenon in scientific learning and plays an important role in scientific learning.The main content of the new framework for K-12 science education published by the National Council of NRC are core concepts and interdisciplinary concepts,which theoretical basis is learning transfer.China 's latest version of the primary school science curriculum standards,which also put forward the transfer application in school section goal especially.In the scientific knowledge was exponential growth and the Internet information technology increasingly developed background,science education is increasingly dependent on learning transfer;It is important for students to build the most basic and transferred thinking schema;which can make students comprehend by analogy and learn by analogy,and then to be a lifelong learning ability of science learners,scientific knowledge of the users and even creators.Mechanistic reasoning is an important part of scientific research.When introduced into science classroom,it can improve the efficiency and reliability of scientific research,cultivate creative thinking,facilitate knowledge transfer,and enhance students' understanding of science.Therefore,this research first through the literature on the domestic and foreign "mechanism" of the study carried out a comprehensive and detailed comb,which provide the theoretical basis for the development of the subject.And then taking the students of the fourth grade as the example of "thermal expansion and contraction",divided experimental group and the control group to explore the influence of inquiry into mechanism teaching of primary school science on students' learning transfer,detailed attribution analysis of experimental results,and accordingly proposed to promote the level of transfer related recommendations.The study mainly focuses on the following problems:1.What is the concept of "mechanism" ? What kind of teaching is the inquiry into mechanism of teaching? This is the primary problem that needs to be addressed in this study.2.How to integrate mechanism into the classroom teaching,and how to write inquiry into mechanism of teaching design?3.What is the relationship between the inquiry into mechanism teaching of primary school science and the student's learning transfer?4.Attribution analysis of experimental results,and how to optimize primary school science teaching from mechanistic reasoning?To address the problems above,through the foreign institutions of mechanism reasoning behavior has been studied that to prepare the inquiry into mechanism of the primary school science thermal expansion and contraction unit lesson plan and a general lesson plan,to design test tools and interview outline,and to make an experimental study of student learning transfer.After the test survey results show that in the study of the three dimensions of transfer division,the promoted level of near transfer?far transfer and social cultural transfer in test group are all better than control group;The specific reasons are the following four points:(1)The main factor to enhance learning transfer ability is the setting of inquiry activity pointing to inquiry into mechanism;(2)It is a necessary condition for learning transfer ability promoted to set inquiry into mechanism discussions in class that provide a full expression of exchange ideas;(3)There is a significant impact for the ability of students to explore the mechanism by he level of explanation of teacher's questioning;(4)Analogical reasoning is an important resource for students to construct institutional explanations.In addition,differences from the two experimental classes can be learned that class "leader" to promote learning transfer also have a positive role in promoting.Finally,from the mechanism level to enhance the level of learning transfer to the scientific teaching design and classroom recommendations:(1)Scientific teaching objectives should be more reflected in the students involved in mechanistic activities of cognitive behavior requirements;(2)Scientific teaching activities should be set up more create space for the depth of thinking;(3)Scientific teaching should use the "level of delay" asked approach,concerned about the use of analogical reasoning to promote the students in the development of institutional thinking;(4)Play the class "leader" role is conducive to promote the class mechanism thinking.