An Empirical Study On "Exploration-discovery" Teaching Mode In Primary School Science Teaching

In the era of rapid development of the knowledge economy and the age of information,there is a higher demand for the cultivation of talents.In 2017,a new round of basic education reform put forward the core concept of “people-oriented” education,focusing on cultivating students' innovative spirit and practical ability,and paying attention to students' lifelong development.Therefore,the term “inquiry” has become an important part of the research of various disciplines,especially in the science teaching of primary schools,and “investigation-based learning” is the main learning method.However,as many scholars have said: At present,China's new curriculum reform is still difficult.The reason is: First,in actual classroom teaching,teachers do not have a deep grasp of the essence of "exploration" teaching,and it is difficult to get rid of the shackles of traditional teaching models.Carry out real “inquiry” teaching;Secondly,teachers' comprehensive research on teaching is not enough.The research of teaching theory does not combine specific teaching practice,and lacks the study of "classroom teaching" as a whole.Under the premise of fully grasping the characteristics of the subject of primary school science,this paper combines the requirements of the new curriculum standard for the science teaching of primary schools,and selects the "exploration-discovery" teaching mode under the "inquiry" teaching mode in the teaching mode.Focusing on the application of the "exploration-discovery" teaching model in the science classroom teaching of primary schools,trying to find out the advantages and disadvantages of this model in the teaching of science curriculum in primary schools.In this way,we can deepen the application of this model in science teaching and provide some reference experience for frontline science educators.This research mainly through related literature analysis,theoretical knowledge combing,and combined with the actual contrast experiment teaching,the experimental class uses the "exploration-discovery" teaching mode,the control class does not use the “exploration-discovery” teaching mode,and the two-month teaching is carried out.Select typical teaching examples in comparative experiment teaching for analysisThrough a series of surveys and studies on students and teachers through questionnaires,classroom observations and interviews,the main results are: Under the "exploration-discovery" teaching mode,first of all,the students' interest in learning science is more intense.Mainly in the "exploration-discovery" teaching mode,students' attention in the classroom and classroom participation are significantly higher than those in the traditional teaching mode;Secondly,the students' problem awareness,language expression,hands-on operation and the team spirit of the students are relatively strong;Then,the students' classroom behavior habits,such as the habit of taking notes on key knowledge,interaction with teachers,and the courage to make comments and questions in the classroom are strong;Finally,it really highlights the student's subjective status,and the teacher,as a guide for student learning,allows students to carry out truly personalized learning.In order to better use the "exploration-discovery" teaching mode in primary school science teaching,This article puts forward its own suggestions from the teachers' view of teachers and students,the preparation stage of teachers and the organization of classrooms.