The Creation Of A Science Curriculum For Primary Schools

Primary science curriculum is a practical course.The major way for students to learn science courses is to carry out inquiry activities under the guidance of the teacher and to generate experience in knowing the world in practice.The science curriculum is not only an unified,static text course,but also the individualized and dynamic experiential one that teachers and students construct and create in specific teaching situations.According to the local school's actual situation and students' characteristics and development level and interest,teachers creatively change the established curriculum objectives,contents,implementation methods,which is regarded as Science curriculum creation.It advocates equal cooperation and intercourse among teaching subjects and the multiple demands of respecting students,which is in favor of cultivating students' independent personality and innovative spirit.Curriculum Creation also means to change the roles of teachers as curriculum implementers,which can enhance the teacher's curriculum consciousness and promote teachers' professional knowledge.Curriculum enactment is based on specific situation.Thus,this paper took a public school in Shandong Province,Qingdao City as a case and select classes in the third grade,the fourth grade and the sixth grade in this school,utilizing interview method and case study method comprehensively to observe what these three teachers do in creative science curriculum,and try to generalize the content and process of the contents of science curriculum creation in primary school according to the teaching cases of excellent science teachers.It proved that most excellent teachers in this case are able to consider systematically the educational value of the current science curriculum and can construct unique understanding about curriculum proactively.Moreover,they tend to create curriculum from goals,contents,methods and evaluations of the curriculum teaching,including according to the development level and characteristics of the students in this class,the teachers transform unify curriculum goal into the teaching objective which is more in line with the students' learning and to Integrate and generate the objective of scientific curriculum from the point of view of student.Based on the students' interests and needs,teachers edit the teaching content and select appropriate teaching methods to present and transform the contents of the course and to change the contents into one which is suitable for students and current situation.In the aspect of evaluation,we should adopt a variety of evaluation methods and play the role of evaluation in promoting and improving the students' studies,and make the student want to study independently.By interviewing and organizing the experience and process of the curriculum enactment,it can be found that the process of creating the general course of science curriculum includes dialogue between the teachers and curriculum texts.While understanding the intention of the designer of the course,the learners integrate their life experience and knowledge into the curriculum and contact the teaching content of other subjects reasonably can understand the meaning of text creatively.In the process of designing and developing teaching activities,teachers actively develop various kinds of science curriculum resources to increase opportunities for students to participate in inquiry activities and to reconstruct students' curriculum experience.In the course of teaching,teachers should be resourceful and grasp the opportunity of creation and catch and transform the productive resources in time,and guide the students to construct educational experience.After finishing teaching,teachers analyze the feedback of students,and to rethink the ideas of their own behavior and adjust the ideas of creation to enhance the effectiveness of curriculum creation.Based on the case study and literature review,this paper presents the problems of science curriculum enactment in primary school.Firstly,teachers did not integrate the objectives in scientific inquiry,scientific knowledge,scientism,technology,society and environment together from the perspective of students' individual sustainable development.In addition,teachers' criticism of textbook content processing was not comprehensive and they restrained students from expressing their real opinions.Besides,curriculum enactment was lack of student participation and students did not have many chances to take part into inquiry and discussion.Another problem is low efficiency of resources utilization,particularly,the ignorance of students and teachers themselves as precious curriculum resource.To solve these problems,this paper puts forward corresponding measures and suggestions: teachers should raise the awareness of curriculum enactment,combine course and teaching together and surpass the role of a course executor.Before teaching,teachers should have a comprehensive understanding of students' situation and then design a flexible plan.During teaching,teachers should encourage students to express their personalized understanding of the curriculum and enact the course together with students.School leaders should pay attention to science education and encourage teachers to cooperate in curriculum enactment by organizing school-based research activities and strengthening the construction of school curriculum system.In addition,it is wise to establish a scientific curriculum resource library,and improve the mechanism of encouraging teachers to create curriculum.Moreover,the educational authorities should strengthen the policy guidance for the enactment of science curriculum and provide an exchange platform for teachers from different schools and to organize training according to the situation of science teacher staff.Universities,scientific research institutions,communities and families should provide necessary intellectual support and resource support for curriculum creation and to optimize the creation of ecology with teachers in school.In view of the characteristics of this study,the universality of its findings needs to be further explored.