Research On The Teaching Design Of Natural Unit In Elementary Schools Based On Pre-concepts

Since the publish of Core literacy of Chinese students' development in September,2016 in Beijing,China's the eighth reform in the field of elementary education has been increasingly focused on the nurturing of students' core literacy in education.And in Shanghai,educators and teachers of many subjects have put the emphasis on unit instructional design in recent years.The Unit teaching design guide series published by Teaching and Research Office of Shanghai Municipal Education Commission in July,2018,is the remarkable sign of the founding of the primary theories.In the process of learning and practicing,I found that students' initial understanding of such scientific concepts,as the pre-science conception or preconception according to some researchers from home and abroad,plays the key part in the practice of unit instructional design.However its influence may be positive or even negative.As a matter of fact,after analyzing a large amount of theoretical articles,this study supposes that student's pre-science conceptions may plays an active role in improving the practicing effect of unit instructional design.At the beginning,I discovered an important fact that both theoretical and practical studies and essays are lacked in the unit instructional design in science subject in primary school by using the skills of literature analysis.So this research stands at the starting stage of such field.Then,as the following part,in order to meet the purpose of my study,new definitions have been made for the concept of pre-science conception,unit instructional design and the definition of unit instructional design based on pre-science conception is first created in this study.After that,I chose a target unit to begin my key study by practicing the research model of unit instructional design based on pre-science conception.The statistics of students' pre-science conception are collected with ‘Questionnaire Survey' and ‘Interview Survey'.Then I applied ‘Difference analysis method' to analyze the statistics on the dimension of age and gender.The disparity between students' real understanding level of science conceptions and their supposed level after achieving the learning powered by unit instructional design provide reliable basis to the adjustment of unit teaching objectives,re-design of unit teaching activities and improvement of teaching evaluation.And this analysis of learning situation based on these statistics is quantifiable.In the end of the study,vertical comparison has been made in the experimental class to discover the differences of students' pre-science conception level before and after learning under unit instructional design based on pre-science conception.In the meanwhile,horizontal comparison has been made between the control class and the experimental one before and after learning,and the difference between them actually indicates the effectiveness of unit instructional design based on pre-science conception.In conclusion,unit instructional design based on pre-science conception has been proved to be an effective way to make unit instructional design into practice to improve students' understanding of science conceptions in large extent,for it can provide the quantifiable analyzing method to guide teachers' practices in unit teaching objectives adjustment,unit teaching activities re-designing and teaching evaluation improvement.