Research On The Case Development And Implementation Of Primary Science Teaching Under The Museum-School Collaboration

Based on the concept of the Museum-School collaboration,this project combines the teaching resources of the Social Science and Technology Museum with the teaching needs of the school,and conducts a comparative study on the content of the Jiren edition of the primary school science textbooks and the exhibits resources of the Science and Technology Museum of Hebei Province,and extracts the exhibit resources that meet the requirements of the science curriculum of the primary school.and based on the science and technology museum exhibition resources to design innovative teaching cases in line with the scientific requirements of primary schools and get on the teaching practice,develop the value of social science education resources in the basic education science teaching,and expand the social resources of school science curriculum education.This study is divided into six parts,which are as follows:The first part,introduction.It clarified the background of the topic selection,domestic and foreign related literature review,the determination of research objects and research problems,research methods,research significance and innovation.The second part,the definition of concepts and theoretical basis.It defined related concepts such as “science and technology museum”,“science and technology museum exhibit resources”,“the Museum-School collaboration”,and clarified the basic connotation of cognitive discovery theory,experiential learning theory and social culture theory and clarified the guiding role in the development of teaching cases.The third part,a comparative study is made on the exhibit resources of Hebei Science and Technology Museum and the resources of primary school science textbooks.and draws exhibit resources that can be applied to science teaching in primary schools.And teaching suggestions are proposed for the effective use of exhibits and realize the complementary of exhibits and textbook resources.The research found that: the exhibit resources of the development of the science teaching case in the primary school in line with the Museum-School are extracted from the three aspects of content,difficulty and activity:(1)The field of material science: "Magnetic pendulum" "Lighting bulb" "Lazy pendulum" "Rotating iron ball";(2)Life science field: "Heart" "Heartbeat test";(3)Earth and space science: " Plate drift" "Unstable Earth" "You come to build an earthquake" "Shrimp to survive";(4)Technology and engineering fields:“leverage” and “pulley block”.Although there are differences,it can be used as a complementary resource for science teaching in primary schools:(1)Material science: "human body and water" "terrible drip";(2)Life science field: "embryo development" "blood type inheritance";(3)Earth and space science: "simulated planetary motion" Monthly Demonstration";(4)Technology and Engineering: "Little Architect".Teaching suggestions based on the above research conclusions:(1)In view of the actual situation of student development and the effective use of exhibits to improve the effectiveness of teaching,it is recommended that teachers first grasp the characteristics of exhibits,that is,the scientific and technological connotation of exhibits,the way of activities and the level of knowledge,determine the exploration of exhibits and lecture objects,and then use the use of exhibits.Features,design targeted scientific inquiry activities,exhibits related inquiry activities and series of exhibit group inquiry activities,progressive progress,build scaffolding for students to learn scientific knowledge,improve students’ learning effect.(2)In order to achieve the complementary value of the specific exhibits and the specific themes of the primary school science,it is recommended that the teachers use the exhibits as the entry point to extend the displayed knowledge and integrate the knowledge from the different characteristics and interactions of the exhibits.Provide an actionable “inquiry learning” tool to build a student’s knowledge system.The fourth part,Teaching case development design.Based on the "primary school science curriculum Standard(2017 Edition)",the theoretical basis and the conclusion of the comparative study of exhibits and textbooks,choose the exhibits of the Hebei Science and Technology Museum “Rotating Iron Ball” and “Lazy Pendulum” with the “Ji Ren Edition”primary school science sixth grade book “Electric Bell Ding Dang”,carrying out the development and design of the elementary science teaching case with the “secret of electromagnet” as the carrier.Based on design reflection,the teaching suggestions of this case are proposed:(1)In the teaching design,the teacher’s safe electricity demonstration experiment should be added toenable students to pay attention to the safety of electricity during the inquiry process and cultivate students’ safety awareness.(2)In the Q&A session of teaching design,students should be given timely and realistic and objective evaluation to protect students’ self-confidence,so that students can obtain the necessary affirmation and correctly reflect their own problems and deficiencies.The fifth part,Teaching case practice research.Teaching implementation of two comparable parallel classes through different instructional design cases on the same subject,the effectiveness of instructional design was tested by interviews and questionnaires,and the conclusions were drawn:(1)There are obvious differences in the learning effects of the two classes,and the learning effect of the experimental class is significantly better than that of the control class.(2)The experimental class is better than the control class in the implementation of the four-dimensional goals and teaching priorities.(3)The experimental class has a better breakthrough level than the control class.(4)The scientific inquiry ability of the experimental class and the mastery of STSE are better than the control class.Based on this,the teaching implementation strategy is proposed:(1)Strengthen STSE education to achieve balanced implementation of the four-dimensional goals;(2)Focus on process evaluation,focus on mastering methods,and implement the key points of inquiry teaching;(3)Rationally design exhibit activities,strengthen scientific inquiry skills,and break through teaching difficulties.The sixth part,the results of this study and future prospects.It summarized the research results of this stage and reflected on the limitations and shortcomings of this research,and forecast the development and implementation of the primary science curriculum in the same research direction in the future.