Development And Design Of Scientific Education Activities Based On The Concept Of "Learning By Doing"

Since 1900,when the famous American pragmatist educator John Dewey put forward the educational theory of "Teaching and learning as one" and "learning by doing",the educational theory of "learning by doing" has always attracted the attention of educational scholars at home and abroad.The theory of "learning by doing" is based on the core idea of "doing",and plans the course structure,teaching design,teaching implementation,teaching evaluation and other processes on the basis of "experience" that occurs in the process of doing.The essence of "learning by doing" is to change the traditional classroom teaching mode,the traditional relationship between teachers and students,and the traditional way of evaluating students,which aims to cultivate students' innovation ability and scientific literacy.Guided by the educational concept of "learning by doing ",the author studied the excellent education cases of "learning by doing" at home and abroad,and studied the existing teaching mode of "learning by doing".On this basis,combined with the characteristics of China's primary school science curriculum,the author designed a primary school science teaching case "magnetism and its interaction",and carried on the implementation and evaluation of it.The case design focuses on the core idea of promoting "learning" through "doing" of students and the role of "experience",and follows the new requirements of "compulsory education primary school science curriculum standard"(2017 Edition)for science teachers and students,so as to promote the integrated development of primary school science curriculum and "learning by doing" education concept in China.The paper is divided into following six parts:The first part: introduction.This part mainly describes the research background,significance and methods of the paper,analyzes the meaning and development status of "learning by doing" education from multiple perspectives,and summarizes the teaching mode of "learning by doing" in line with the current situation of science curriculum in China.The second part: literature review.This part starts from four aspects of "learning by doing" education,including educational theory,learning mode,practical research and evaluation methods,to discuss the current situation of "learning by doing" education research abroad.The author discusses the current research situation of "learning by doing" education in China from four perspectives: theoretical research,core literacy,maker education and problems faced by "learning by doing" education.The third part: the definition of the concept.This part defines the core concept of "learning by doing" education by combing the domestic and foreign literature on "learning by doing" education,and discusses the educational theoretical basis of "learning by doing" education.The fourth part: the design and implementation of teaching cases.(1)The design of teaching cases mainly includes: "electromagnetic interaction" teaching theme selection,teaching case design concept,teaching objectives,implementation plan,implementation content("brainstorming: introduction of magnetic levitation and magnetic power train","realizing magnetic levitation","understanding electromagnet,skillfully using magnetic power")and teaching evaluation design.(2)The implementation of teaching cases mainly includes: The whole process of case implementation,the development of teaching evaluation,the collection,processing and analysis of evaluation data.The fifth part: teaching evaluation.After the implementation of the case,the data of pre-test and post-test teaching evaluation scales were compared by combining diagnostic evaluation and summative evaluation.From four dimensions of scientific knowledge,scientific inquiry,scientific attitude,science and technology society and environment,the ability of students before and after teaching is evaluated.The sixth part: summary and prospect.This part summarizes the research content of this paper,clarifies the innovation points and summarizes the shortcomings,and puts forward the prospect of "learning by doing" education theory in China education,especially in the field of science education.