Study On The Implementation And Influencing Factors Of Primary School Science Curriculum In The Ethnic Areas Of Southwest China

The “Action Plan for the Implementation of National Scientific Literacy(2016-2020)”issued by the State Council in 2016 affirmed the important role of science education in the development of science and technology.The objective of China's science education is to make every citizen acquire the basic scientific literacy.The “Science Curriculum Standard for Compulsory Education in Primary Schools” issued in 2017 explicitly states that primary school science plays a pivotal role in the formation of a person's scientific literacy.For more than ten years,there have been many problems since the implementation of science curriculum in primary schools,especially in ethnic areas.The development of southwestern ethnic areas,an important part of China,is inseparable from the support of scientific and technological personnel.The distinct natural and cultural environments require that the ethnic areas must develop science education in accordance with the reality of the region and the ethnic characteristics.Therefore,this paper focuses on the implementation of primary school science curriculum in the ethnic areas of Southwest China,and analyzes the factors affecting the implementation,aiming at furthering the implementation of science curriculum in primary schools in the ethnic areas of Southwest China.Around the Implementation of Primary School Science Curriculum in the southwestern ethnic areas,the following two aspects are studied:The first study is to investigate the implementation of science curriculum in primary schools by questionnaires,interviews,observations,etc.On one hand,the questionnaire was used to investigate the two aspects of curriculum creation and teaching implementation in S County,Yunnan Province.In terms of curriculum,the questionnaire was mainly compiled in four dimensions: textbooks,class hours,faculties and laboratory equipment;in terms ofteaching,it was mainly compiled in these four dimensions: teaching objectives,teaching contents,teaching activities and teaching feedback.By analyzing the questionnaire results are as follows: First,in terms of curriculum,the first grade is still implemented from the third grade,and the first and second grade science courses are mere formality.The science faculty is relatively weak,most teachers lack a professional background in science,and a high proportion of part-time teachers.Teacher training and teaching research are relatively weak.The laboratory and equipment are generally inadequate,and there are slight differences between urban and rural areas.Second,in terms of teaching implementation,teachers have deviations in the implementation of curriculum objectives.The teaching content is mainly based on teaching materials,and the local and ethic scientific and technological resources are not be exploited.Diversified teaching auxiliary means.Teaching evaluation is given priority to with the written test,parent-school cooperative less closely.On the other hand,on the basis of the conclusion of the questionnaire,through field observation interviews,further investigation of the implementation of the science curriculum in primary schools in southwestern ethnic areas at this stage revealed the following problems: First,in terms of concepts,the educational concept of teachers has changed,but there are still misunderstandings in science curriculum.Second,in the construction of teaching team,the strength of science teachers is still a weak point of science education.Third,in terms of curriculum evaluation,the single curriculum evaluation still trestricts the implementation of curriculum.Fourth,in the exploition of curriculum resources,local and ethic scientific and technological resources are not be fully exploited.The second study is the analysis of the factors affecting the implementation of science curriculum in primary schools.In order to explore the factors affecting curriculum implementation,combined with relevant theories,this paper analyzes the factors that currently affect the overall implementation of primary school science curriculum in southwestern ethnic areas from seven factors at three levels: curriculum in itself,on campus level and off campus level.Combined with the field investigation,considering the particularity of the implementation of primary school science curriculum in ethnic areas,four main factors restricting the implementation of science curriculum in primary schools are extracted from the eight factors,namely: First,curriculum standards and textbooks are of macro-orientation,which are different from the education reality in ethnic areas and result in the poor applicableness to ethnic areas.Second,the awareness and ability of teachers to exploit curriculum resources restrict the development and utilization of rich ethic and folk science curriculum resources.Third,the support of teacher-related training affects the construction ofteaching team.Fourth,the importance attached by the administrative department for education on the science curriculum in primary schools affects the practical implementation of the curriculum.Therefore,the subjects related to curriculum implementation can pay attention to the important influence of these factors on the implementation of science curriculum in primary schools,increasing the support for primary school science curriculum in teacher training mechanism,educational resources investment and social concern,providing good conditions for the implementation of science curriculum in primary schools,so as to make primary school science education really take root in ethnic areas,thus comprehensively improving the scientific literacy of students and better promoting the development of ethnic areas.