Problem-oriented Teaching Design And Practice Research Of Elementary Science Curriculum

Science and technology is the first productive force,and the ability of scientific and technological innovation is an indispensable powerful force in this era.As a science enlightenment course,primary school science curriculum bears an important responsibility for the cultivation of primary school students’ scientific literacy.According to the Compulsory Education Primary School Science Curriculum Standards promulgated in 2017,primary school science curriculum aims to cultivate students’ scientific literacy,and lays a good foundation for students’ continuous learning and lifelong development.Scientific knowledge originates from problems.In science teaching,it is an effective way to cultivate students’ problem solving ability to guide students to learn through problems and create problem situations so that students can discover and raise problems.This study mainly adopts the methods of literature research,questionnaire survey,interview and observation.Firstly,using questionnaires and interviews to analyze and summarize the status of science teaching in primary schools and the existing problems.On this basis,by analyzing the characteristics of science curriculum in primary schools and the characteristics of students’ scientific learning,this paper summarizes and puts forward the teaching design principles of problem-oriented teaching mode in science curriculum in primary schools,and on this basis,constructs the problem-oriented teaching mode in science curriculum in primary schools.In the process of problem-oriented instructional design,teachers make scientific knowledge problematic by defining teaching objectives and teaching contents,classify problems into normal sufficiency problems and abnormal structural problems according to the nature of the problems,and design different instructional designs according to the two classifications,so as to guide students to discover problems and raise problems,and design experimental plans by letting students independently.Make experimental plans and inquiry activities to complete tasks and solve problems,so as to cultivate students’ ability of problem discovery,inquiry and reasoning,cooperation and communication,and innovation.Through personal practice,the author applies the problem-oriented teaching model to the primary school science teaching,classifies the normal structural problems and the abnormal structural problems,and designs and implements the teaching according to the problem-oriented teaching design process.Using SPSS and Excel to analyze and compare the questionnaires,combined with in-depth interviews and classroom observation in actual teaching,it can be clearly concluded that after teaching practice,students’ interest in learning has been greatly enhanced,the classroom atmosphere is active,students’ ability to find and solve problems,andtheir ability to cooperate and communicate has also been improved.Finally,based on personal practice and application effect analysis and summary,the author puts forward the matters needing attention in the practical application of the problem-oriented primary school science curriculum teaching design.The purpose of this study is to play a positive role in primary school science teaching,to enable students to be the main body of the classroom,to cultivate their ability to find problems,to solve problems efficiently,and to provide a reference for the teaching reform practice of front-line teachers.