Research On The Design Of Primary School Scientific Inquiry Activities Based On Core Literacy In The Internet Of Things Environment

After the core literacy was proposed,the focus of education and teaching changed from the original knowledge and skills transfer to the training of people with comprehensive development.As an important stage of education,basic education plays a vital role in curriculum reform.Therefore,the cultivation of students 'core literacy in each stage of basic education is one of the core contents of students' core literacy The effective implementation of the core qualities of subjects in the course teaching is a major issue facing the current reform of basic education.As a new generation of information technology,the Internet of Things can use various sensing technologies to realize the interconnection between people and things,things and things,and people.The integration of the Internet of Things and science courses can help students feel the charm of advanced technology,can promote students to cultivate scientific learning methods and attitudes,and thus better meet the needs of future society.Therefore,it is of great practical and theoretical significance to explore the application of the Internet of Things technology in scientific inquiry activities.This research investigates the origin and development of primary school science core literacy through literature review,and refines the four dimensions of primary school science core literacy: scientific knowledge,scientific thinking,scientific inquiry and scientific attitude.It also analyzes the application of elementary school scientific inquiry activities and the Internet of Things in the field of education.Subsequently,based on the theoretical foundation of constructivist learning theory,project-based learning theory and comprehensible learning,and with the guidance of the 2017 edition of the primary school curriculum standards,a strategy of scientific inquiry activities based on core literacy in the Internet of Things environment was proposed.The strategy mainly includes four aspects: the setting of activity goals and content,the construction of activity resources and environment,the design of the activity process and the activity evaluation.The design of the activity goal changed from the original three-dimensional goal to the four dimensions of the core literacy of the subject.The content of the activity shifted from linear knowledge to core issues.The activity resource changed from a single paper teaching material to a three-dimensional resource.The activity environment expanded from a closed traditional classroom to a multi-dimensional space.The activity process changed from one-way transmission of teachers and students to multi-directional interaction between teachers and students.Activity evaluation adopts a comprehensive evaluation method combining qualitative and quantitative,and pays more attention to problem understanding and learning process data.After the inquiry activity strategy was proposed,this study selected 49 students in thethird grade of an elementary school in East China as the research object,adopted a design-based research method,and applied the inquiry activity strategy to the theme unit of the elementary school science course ‘Life of Plants'.Two rounds of teaching practice were carried out.Through the analysis of students' academic performance,core literacy of the subject,classroom observation and teacher-student interviews,the following research conclusions are obtained:The research activity design strategy proposed in this study has been applied to teaching practice and achieved good learning results.After the two rounds of inquiry activities,students' academic performance has improved overall,and the scientific qualities of scientific thinking,scientific inquiry and scientific attitude have been significantly improved.Through classroom observations and interviews,it was found that students are full of interest in inquiry activities,and have a positive attitude towards interactive sharing and cooperative inquiry.Students have learned the basic process and methods of exploring scientific problems,and their scientific thinking skills such as induction and generalization have also been improved.Research also shows that the Internet of Things is not only a tool for improving efficiency,but also an infrastructure for building future learning methods.The design of elementary school scientific inquiry activities in the Internet of Things environment upholds the value thinking of learners as the center,embodies the characteristics of multiple openness,multi-directional interaction,and equality between teachers and students,which is more in line with students' cognitive thinking habits.It can effectively promote the transformation of learning methods and the relationship between teachers and students,and at the same time it is conducive to the development of students' information literacy and inquiry ability.The design of exploration activities based on core literacy in the Internet of Things environment is only a preliminary attempt,hoping to provide help for front-line teachers and provide reference for future researchers.