Research On The Implementation Of Science And Technology School-based Curriculum In Primary Schools Under The Care Of Scientific Humanism

With the rapid development of science and technology,if human beings cannot have the corresponding scientific and humanistic quality,they cannot correctly understand the impact of science and technology on life,nor can they reasonably use the existing scientific and technological knowledge to serve the better life of human beings.The theory of scientific humanism advocates the use of humanistic spirit to regulate the development of science,correct the dissimilation in the research and development and application of science and technology,and make the development of science and technology always connected with human nature.Taking this theory as a research perspective for curriculum implementation can give full play to the humanistic function of curriculum and reaffirm the humanistic rationality of science education.As a supplement and development of national science curriculum,the development and implementation of primary school science and technology school-based curriculum has certain flexibility,which can improve the comprehensive quality and innovation ability of students in our school.It is very important for students to learn science and technology knowledge and cultivate scientific humanistic spirit.However,in the current course implementation process,the humanistic resources of the courses are often not fully explored,and the scientific and humanistic literacy of students has not yet received due attention,and even the drawbacks of emphasizing science and technology and neglecting humanities have appeared in the implementation.Based on this,it is particularly necessary to study the implementation of science and technology school-based curriculum in primary schools under the guidance of scientific humanism.The preparation stage of this study is mainly to collect,compare and sort out the relevant literature of school-based curriculum,define the concepts of “school-based curriculum”,“ science and technology school-based curriculum” and “ curriculum implementation ”involved in the study,analyze the problems that may be faced with and the key and difficult points that need to be overcome,and clarify the purpose and theoretical and practical significance of the study.At the same time,through the review of the existing research on scientific humanism theory,we can clarify the connotation and characteristics of the theory,clarify the values,knowledge and teacher-student view of school-based curriculum implementation advocated by the theory,and use this theory to promote the high-level development of science education,so as to provide a theoretical basis and analytical framework for subsequent problems and strategies.In addition,in order to further understand the reality of school-based curriculum implementation,this study mainly used questionnaires,interviews,and classroom observations to conduct field investigations in five primary schools in the Q district of Nanning.The survey results show that there are some problems in the implementation of school-based curriculum of science and technology in five schools,such as superficial content and formal activities.Moreover,as the main implementer of the curriculum,teachers do not analyze the academic situation in place,over-preset in the teaching process,and ignore the students' curriculum power.The emergence of the above-mentioned problems can be analyzed from the three aspects of the school's curriculum,teachers and management departments.Among them,the educational value of science and technology school-based courses has not been fully clarified,teachers' own professional development motivation is insufficient,and schools and education departments fail to provide effective guidance in time are the main difficulties facing the implementation of school-based courses.Based on this,this research proposes the school-based curriculum implementation strategy from the perspectives of constructing a school-based curriculum implementation community,enhancing the humanistic function of the curriculum,and strengthening the school's supporting role.First of all,building a diverse and open communication space in the school and mobilizing the enthusiasm of teachers and students is a necessary prerequisite for the implementation of school-based courses.Organizing teachers to conduct collective deliberation of courses can promote active communication between teachers and peer experts,encourage students to express their rights in the course,respect students' wishes,and advocate students' freedom to promote equal dialogue between teachers and students.Secondly,enriching the means of curriculum implementation and enriching the curriculum content is an important way to improve the humanistic education function of the curriculum.Leading students to scientific paper writing training,and the creation of historical reproduction situation in teaching can promote students to understand the history of scientific development,and promote students to historically understand scientific concepts and theories.By leading students to experience the national feelings of scientists,focusing on ethical issues behind the development of science and technology can cultivate students ' sense of social responsibility and form correct values.Finally,in order to ensure the continuous development of teachers' professional ability and the continuous improvement of curriculum implementation level,the support of school management to teachers is indispensable.Only by changing school management concept and improving school-based training mechanism can school work better serve teachers ' professional development,effectively meet the individualized needs of school and teachers 'development,and effectively improve teachers ' curriculum implementation ability.