Research On The Status Quo And Strategies Of Teaching Life Science In Elementary Schools

Since the reform of the new curriculum,although the traditional classroom has placed too much emphasis on the tendency of knowledge transfer,in the stage of the middle and high school entrance examinations,the maritime tactics and rote memorization still play an important role.People are trying to find a two-pronged approach that takes into account the test scores and the implementation of the new curriculum reform philosophy.In this context,life-oriented teaching has gradually entered people's horizons.Primary school science is closely related to life.Its basic principles and concepts are taken from life and applied to life.Although primary school students have difficulty understanding unfamiliar scientific knowledge,they have a strong interest and desire for knowledge in the surrounding world,which can generate motivation to stimulate students to learn scientific knowledge.Therefore,the implementation of life-oriented teaching in primary schools is uniquely advantageous.However,due to the influence of various factors,primary science is not as important as language and mathematics.Therefore,the study of life-oriented teaching in primary science is quite meaningful.The purpose of this study is to understand the implementation status of Life-based teaching through questionnaires and interviews with some teachers and students in Longhua New District of Shenzhen.Aiming at the problems found in the survey and the strategies to solve them,this paper demonstrates the implementation effect of the strategies through teaching practice,thus providing factual basis for the implementation of Life-based teaching.The main work done by the author is as follows:(1)Taking "constructivism","migration theory","meaningful learning theory"and "STEM theory" as the theoretical basis of life-oriented teaching,through the literature research combs the relevant concepts and the domestic and foreign research on the status quo of life,providing a cornerstone for this study.(2)Through the interviews,questionnaires and other forms to understand the difficulties and implementation status of implementing life-oriented teaching.The results show that although students do not have enough application for scientific knowledge,they are very much expecting to carry out life-oriented teaching.Although teachers do not have enough understanding of life-oriented teaching and lack of implementation conditions,they are convinced of the implementation effect of life-oriented teaching.I agree with the implementation of life-oriented teaching,but lack practical support.(3)According to the response of the questionnaire,the author puts forward the corresponding suggestions:?Students should have the awareness of learning in life;?Strengthen the theoretical learning of teachers;?Establish a database of living materials;?Innovate the evaluation system of teachers.And for classroom teaching,specific strategies are put forward from the aspects of pre-class introduction,in-class teaching,after-class homework and test paper preparation.(4)The experimental group and the control group were set up to carry out the experiment.SPSS19.0 was used to quantitatively analyze the students' scores in the two classes after the experiment.It was concluded that life-based teaching was helpful to improve students' academic performance.In order to compensate for the simplicity of quantitative analysis,the author developed a classroom observation scale and an outline of student interviews,and used qualitative analysis to verify the advantages of Life-based teaching.It is concluded that the implementation of Life-based teaching can improve students' concentration in class,help students to cultivate practical skills,and help to develop students' comprehensive abilities.