A Cognitive Apprenticeship For Facilitating Elementary Students' Problem-solving Skills Of Science Education

At present,with the economy entering the era of globalization,in order to improve their competitiveness in the international economy,every country pays more and more attention to training students' five learning skills in the 21 st century in the process of education.Problem solving is one of the five learning skills in the 21 st century,and it is the foundation of critical thinking and innovative skills.Although problem-solving skills are very important to students,they are difficult to be cultivated in the traditional classroom teaching centered on teachers.As a student-centered teaching strategy,cognitive apprenticeship has been proved to be able to effectively train students' problem-solving skills,and it is often used in Vocational and technical education,but it is rarely used in primary science teaching.In order to cultivate the problem-solving skills of primary and secondary school students in science course,this study applies the cognitive apprenticeship teaching strategy to primary school science teaching.The teacher first demonstrates the experimental process of scientific problem-solving,and then puts forward the questions,so that the student group can cooperate to explore and solve the problems.In the process of solving problems,teachers provide scaffolding to help students solve problems.After the problem is solved,let the students express the process and result of solving the problem,externalize the process of solving the problem and reflect on the process.In this study,two parallel classes were selected as the control group and the experimental group.Within one semester,the experimental group was intervened with the cognitive apprenticeship teaching strategy.In the experiment,the problem-solving skills of students were tested before and after using the problem-solving skills evaluation scale developed by Huang Maozai and Chen Wendian.The pre-test results show that there is no difference in the three dimensions of problem-solving skills between the two classes.Post test results show that cognitive apprenticeship has no significant difference in improving students' problem-solving attitude,but in improving students' problem-solving methods,strategies and quality.Through the interview,it is found that the students' language expression level is significantly improved in science teaching from the perspective of cognitive apprenticeship,and they can use knowledge more flexibly in the actual situation.