Analysis Of Science Inquiry-based Classroom Activities In China And American Primary Schools

In the era of rapid development of science and technology,the power of science and technology has become one of the core competitiveness of various countries.The demand for scientific and technological talents has attracted the attention of all countries and promoted the reform of science education.How to train scientific and technological talents with high scientific literacy has become an important goal of science curriculum reform.Primary school science learning is a key period for cultivating scientific literacy.Both China and Western developed countries have emphasized "inquiry-based learning" as the main form of elementary science curriculum implementation,and believe that scientific inquiry is an important way to cultivate students' scientific literacy.Therefore,analyzing the specific process of classroom teaching and comparing the similarities and differences of scientific inquirybased classroom activities in elementary schools in China and the United States is of great significance for enriching the theoretical and practical research of inquiry-based learning activities.At the same time,in the perspective of international comparison,the research will promote the further optimization of China's science curriculum reform.This research uses activity theory as the perspective and analytical framework to analyze ten Chinese and American elementary school science classroom videos,aiming to analyze the basic path and characteristics of the promotion of scientific inquiry classroom activities in elementary schools in the two countries,and how the inquiry classroom activities promote students,what is the difference between the knowledge construction and the elementary science inquiry curriculum of the two countries?Chapter 1 discusses the research background,research significance and literature related to this research theme.Chapter 2 introduces the research design of this research,including the definition of core concepts,research methods,research ideas and analysis framework.Chapter 3 analyzes the progress of scientific inquiry-based classroom activities in elementary schools in China and the United States,and compares the similarities and differences between the two countries.Chapter 4 uses the activity system analysis as the framework to analyze the specific representations and characteristics of the six elements of the science classroom learning activity system in the two countries.Chapter 5 makes an in-depth analysis of the production,consumption,exchange and distribution subsystems in the activity system.Chapter 6 summarizes the research conclusions of this research and points out the deficiencies and problems of the inquiry-based learning activities in science class.And chapter 6 also presents the research implications,reflects on the deficiencies and limitations of the research and highlight the need for future research.Based on the video analysis method and case analysis method,this research has the following findings: 1.In the organization of classroom activities,there is little difference between the two countries.The structure of inquiry-based science classroom activities mainly includes "context introduction","new knowledge inquiry","new knowledge extension" and " summary".Among them,"new knowledge inquiry" is the main body of classroom activities,including the basic steps of "scientific inquiry",namely,"hypothesis","experimental design","experimental operation","conclusion" and "practice and application".2.In inquiry-based science classroom activities,tools,rules and communities are the core elements for students to construct knowledge.3.Based on the analysis of the elements of the activity system and the analysis of its subsystems,this study believes that there are still some problems existing in inquirybased learning and teaching : "Too much interfere from teachers in scientific inquiry and ignore the nature of scientific inquiry","single tools: the mediating role of teacherstudent dialogue is not fully played" and "learning community confined to group cooperative learning and the form of activity organization is single".Therefore,this research believes that the future reform of science classrooms should be based on the "learner-centered" design of scientific inquiry activities,understanding the tool mediation in scientific inquiry,transcending the form of group cooperative learning,rethinking the nature of scientific inquiry and teaching design,and improving teachers' cognition and ability of scientific inquiry-based teaching.