Design And Practice Of Primary School Science Teaching Based On Problem-based Learning

In elementary school science teaching,the rationality of instructional design is of paramount importance.In order to better cultivate students’ scientific literacy,enrich students’ scientific knowledge,and enhance students’ scientific practice and innovative ability,only the conventional instructional design model is used.The main reason why it cannot be achieved is that it is unable to cope with two major problems:(I)How to accurately and reasonably elicit students’ thinking on scientific problems and promote the optimization of the role of scientific problems in science teaching?(II)How to ensure that the scientific problems are consistent with the corresponding scientific knowledge learning and ability cultivation in the science teaching design of the elementary school,clarify that different scientific problems correspond to different scientific abilities,and achieve high-quality teaching effects? The above-mentioned problems can be solved by digging deeply into the problem-based learning model and applying it reasonably to the science teaching design of elementary schools.Based on the problem-based learning model of elementary school science teaching design,this article mainly focuses on the problem and integrates the construction of different scientific capabilities.Based on the theme unit of "Tools and Machinery",the problem type and problem structure in the problem setting link are fully Think about and design related issues and fully integrate them into the core part of instructional design;through the collection of information before and after instructional design practice,use quantitative analysis(t test,0-1 distribution,Pearson correlation coefficient,card Fang test,etc.)means to deal with the research on the correlation between the students’ own level and knowledge processing ability,the difference between the ability level and the structure(type)characteristics of the expected problem.”The instructional design of the core content of the two sections is practiced and verified.With the detection of the difference and significance level of the practical results of the two sections of instructional design,whether the instructional design under this mode is reasonable,accurate and applicable by means of data feedback.Through the above design and research methods,combined with the collection and analysis of the early and late data,the following research conclusions are drawn: First,the comparison of the early expectation data and the late practice data feedback shows that both students and teachers think that the individual is at his own level(problem Awareness level,cooperative inquiry level,etc.)are related to knowledge processing capabilities(knowledge understanding,problem solving,etc.).Based on the conditions of different abilities,the corresponding problem structure is related to the problem type,and the degree of correlation reaches a significant level;The scientific teaching design has reached the expected level in the design centered on the "problem",and the problem structure(type)expected by different ability levels is different;third,according to the later practice data feedback,each teaching link(import,teaching The corresponding question structure(type)in the middle and summary)has a high degree of conformity,and the expected teaching effect is achieved.There is no significant difference in the teaching effect of different sections,indicating that the teaching design under this mode is reasonable,accurate and applicable.