An Exploratory Research On Socio-scientific Issues Instruction In Primary Schools

The complex impact of the development of modern science and technology on human life has triggered a wide range of debates.To appropriately integrate these socio-scientific issues(SSI)into the science teaching in primary schools has irreplaceable educational value for improving students' scientific literacy.This research focuses on "how to teach socio-scientific issues in primary school science curriculum?" This core question is discussed,mainly including four questions: first,what is the socio-scientific issue and why should we carry out the socio-scientific issues instruction?Second,what are the approaches to teaching socio-scientific issues in primary school science curriculum?Third,how to design the teaching of socio-scientific issues?Fourth,how can the socio-scientific issues instruction be reformed in practice?Firstly,explore the connotation and educational value of socio-scientific issues.The first chapter analyzes the connotation characteristics,teaching cases and teaching modes of socio-scientific issues,and the second chapter clarifies the development process and educational value of socio-scientific issues instruction.Through literature study,socio-scientific issue is a problem in the field of open acrossmultiple disciplines,it originated in the crisis of modern science and technology development,the confusion of the development of science education,and the rise of STS educational trend,which experienced an independent,rich and mature stage.The socio-scientific issues instruction has a significant influence on students' learning motivation,scientific concept,scientific ethical spirit and advanced thinking.Secondly,combing socio-scientific issues instruction in the elementary school science curriculum of the path.The third chapter,by studying the primary school science curriculum standards,from the top to the bottom,from the three levels of curriculum objectives,curriculum contents and textbooks,sorts out the realization path of socio-scientific issues instruction.From the perspective of topic types,this paper puts forward some specific examples of socio-scientific issues instruction in primary school science teaching.Then,it discusses how to do a good job in socio-scientific issues instruction design.Chapter four clarifies the educational value and realization path of socio-scientific issues in primary school science curriculum,clarifies the teaching design ideas of socio-scientific issues in primaryschool,and makes a specific explanation of the teaching design with two cases of "species extinction" and "global warming".Finally,it explains the teaching practice of socio-scientific issues and its reform path.The fifth chapter analyzes the qualitative data and scale evaluation results collected in the teaching process through the teaching action research of two cases of "species extinction" and "global warming",and finds the phenomena and rules,and reflects on the problems in the process,so as to provide reference for the reform of socio-scientific issues instruction.It is found that in the process of socio-scientific issues instruction practice,there are issues exist the development and change of the resource updates,subjective cognitive position deviation of the teachers and students mutual interference of subjective judgment problem.For this reason,the author puts forward these reform paths that development issues additional resources to keep pace with the times of the former teacher,the teacher should keep an independent position before the teaching design and stimulate the students' objective argumentation ability in the teaching design.It is found that after the completion of teaching practice on socio-scientific issues,students' learning motivation isimproved,their scientific concepts are changed,their scientific ethical spirit is cultivated,and their high-level thinking is significantly developed.The overall performance is the improvement of students' scientific literacy level and the development of core scientific literacy,which presents the rich educational value of socio-scientific issues instruction practice.