Investigation And Research On The Status Quo Of Science Situation Teaching In Primary Schools

As an important way of teaching,situational teaching has been widely used by science teacher,the way of teaching is close to the students’life and stimulates the students’ driving force of learning science,and it uses direct,profound and enlightening teaching method to arouse students’ interest in learning science,to promote students’ scientific thinking and finally to cultivate students’ science emotion and ability of lifelong learning.Situational teaching creates scientific context for students,allows students to construct and internalization the scientific knowledge in self-thinking,gradually cultivates the scientific thinking ability of students in this process.Scientific knowledge itself is situated,and students comes into the classroom with certain knowledge and experience,so it puts forward higher requirements on the situational teaching.In the course of practice,the author made a classroom observation on the science teaching,and interviewed some students and teachers after class,the author found out that the most of teachers can’t completely grasp the essence of the situational teaching so that there are a series of problems in the implementation,for example,the situational teaching is too formalism,ignoring the student-centered teaching concept in the class,ignoring the cultivation of students’ scientific thinking ability,ignoring students’ emotional experience,etc.Therefore,the study carries out research on the current situation of science teaching and the objects of investigation are the teachers and students from the third to the fifth grades of eight primary schools in Nanjing four districts,survey and teachers’ performance in three dimensions of situational teaching which includes "the grasp of the connotation","value identity","the evaluation of implementation" and the students’ classroom performance in four dimensions which includes "emotional experience","problem induced","internalization of knowledge","feedback of behavior",and assist some interviews,to discuss the current status of the implementation of situational teaching of science;Then the author explores the relationship between the teachers’ gender,seniority,qualification,educational background and the situation of science teaching situation,and also explore the relationship between the students’ gender,grade and the situation of science teaching situation,based on the survey analysis,the conclusions are as follows:1)Science teachers are basically realized the value of Situational Teaching2)Students’ active performance in the situational classroom floating on the surface,problem awareness has not been fully mobilized.3)The implementation of Situational Teaching in the science class is for teachers’ better teaching,rather than students’ profound learning.4)Science teachers are generally lack of training related situational curriculumPrimary school science education in China starts late,research scale is small,the training of science teachers is still not formed systematically,resulting in many science teachers are far left behind the ideas,which results in that most of the teachers can’t grasp the essential connotation of Situational Teaching and the status of implementation of Situational Teaching is not ideal.In view of the above situation,the author puts forward five suggestions:First,change the concept of teachers,strengthen the study of teachers’ situation theory;Second,update educational philosophy,form a"student-centered" concept of situational creation;Third,strengthen the communication between teachers and students,integrate extracurricular situational resources,focus on the cultivation of students’ reflective thinking;Fourth,improve the situational teaching evaluation mechanism,timely update the feedback information from students;Fifth,set up training courses related to situational teaching and to promote the sharing of situational teaching experience between teachers.