Research On Learning Space Of Science Curriculum In Junior Middle School

With the change of information technology on human production and lifestyle,and the space of education research,the learning space has become an important factor in the reform of education and teaching in the 21 st century.Unlike other courses in school education,science courses have a high degree of dependence and special needs on the learning space because of their natural connection with scientific inquiry.Although there are various models and practical examples of learning space changes,the science teaching has not changed,it is obvious that there is a gap between what should be and what is actually happening about learning space of science curriculum.In this context,the main questions this research aims to explore are: how does learning space of science curriculum evolve? What are the spatial practice patterns of learning space of science curriculum in China? What are the factors influencing the construction and use of learning space of science curriculum? What kind of learning space can really contribute to the science curriculum change?This research follows a qualitative research paradigm,using interview methods,observation methods,literature analysis and video analysis methods.J Middle School,which is in the transformation and transformation period of the learning space,was selected as the research location.On the basis of analyzing the changes in the learning space of science courses in China and its educational implications,systematically analyze the current situation of science curriculum learning space,and deeply analyze the relevant factors that affect the construction and using,and then put forward relevant suggestions for the reform of the learning space.The study found that changes in the learning space of science courses are affected by national politics,economic and cultural levels,value orientation of science education,and science technology changes.They have undergone changes in service production labor,pursuit of education efficiency,and emphasis on learning.China has achieved remarkable results in terms of the diversity of learning spaces and teaching methods.However,overall it is still compressed,separated by morphological structure,and misplaced in resource allocation.These represent the value orientation of teachercentered,knowledge-oriented,efficiency-oriented,and indicate the teacher's authority in the teacher-student interaction,and the lack of a human-centered principle.The learning space of science curriculum is the production of science education change,social space systems,and school value choices.The transformation of the value orientation determines the direction and goal of the learning space change.The application and popularization of technology not only promote the update of the content and resource allocation,but also broaden the connotation and transformation path.Space,as a tool for social resource planning,is used to adjust the allocation of social educational resources,thereby achieving educational equity and justice.In the school,the educational value orientation that the school upholds determines the specific form and structure of the science curriculum's learning space;the learning space literacy of teachers and students affects their behavior in science class.Finally,based on the results of the above research,this study proposes the principles and paths of science curriculum's learning space reform,including adhering to the value orientation of learning space based on humanism;diluting the boundary of the learning space;building an open and connected learning space ecosystem.Furthermore,realizing the intelligent and effective allocation of learning space resources are also should be achieved,including the organic combination of virtual space and physical space,and the organic matching of resources and science curriculum needs.