The Case Of Scientific Exploration Classroom Teaching In Primary School

Nowadays scientific technology as the primarily productive power,is the essential element of a country's survival and development.In the background of scientific knowledge rapidly developing and the new technologies keep emerging,the science education has received an unprecedented attention.In February 2017,the Ministry of Education issued the Compulsory Education Primary School Science Curriculum Standard,which specifically make the exploration study as the basic conception of scientific curriculum,highlighting the significance of exploration in the scientific education.This thesis takes Zhongshan Primary School in Nanjing as research object and researchstyle classroom teaching cases as research contents,persists in the principle of combining theory with practice and adopts literature research method,case research method,questionnaire method and interview method to conduct investigation.Firstly,based on summarizing existing literatures,this research introduces the development history,basic characteristics,theoretical foundation and realization situation of research-style teaching.Secondly,this paper conducts investigation on the current research-style classroom teaching situation from three perspectives of classroom teaching,students and teachers,analyzes the reasons for existing problems and proposes corresponding countermeasures.Through the research of this thesis,the main conclusions are as follows:(1)There are several problems in its implementation: weak faculty and facility;weak engagement of students;insufficient development and utilization of curriculum resources;curriculum evaluation needs to be strengthened.(2)Analyze the causes of the problems as follows: the science exploratory teaching in primary schools has not received due attention;the design of exploratory teaching activities needs to be strengthened;the guarantee systems for curriculum resources of development and utilization inside and outside the school need to be improved;no evaluation system of science courses are established.(3)Propose the following counterplans for the problem: transfer the traditional education concept;establish a professional training system for primary school science teachers;improve the efficiency of curriculum resource development and utilization;build and improve the existing scientific curriculum evaluation system.