Curriculum Design And Practice Of Elementary School Science Experiential Activity

China's Science Education Curriculum Standards point out that the purpose of primary science education should cultivate students' scientific literacy.Students' understanding of scientific knowledge is the core of scientific literacy.The curriculum standard clarifies the requirements of science teaching from three aspects of scientific knowledge,emotional attitude and values,and scientific inquiry.It emphasizes that science teaching in primary schools should be connected with the reality of life and pay full attention to students' scientific learning process.Primary school science is a comprehensive basic subject,which is the epitome of the knowledge of physics,chemistry,biology,geography and other subjects in middle school.Primary school students are curious about unknown things but lack strong independent exploration ability,so they need teachers to guide and inspire them scientifically.Since I graduated from university,I have been working in the elementary school science education,which has been more than five years,according to my understanding,many schools especially in the west rural schools,because of a shortage of science teachers and facilities,force-feeding teaching mode is still the main scientific teaching method,consequently,students' learning interest in science is not strong,gradually forming the situation: teachers dealing with teaching and students tired of learning contribute to the inefficient or even ineffective science class,making the primary school science in the minds of students more and more boring.Although novel teaching forms such as flipped classroom and micro-lesson have emerged in recent years,it is difficult for teachers to make micro-lesson for science teaching in primary schools,especially for some relatively abstract teaching contents,and it is not conducive to the cultivation of students' practical skills.Then,the author at the time of teaching the fourth grade chose four class to choose some suitable subjects,adopted experiential activity curriculum teaching methods,and let the students experience and promote science learning in practice,and let them learn scientific knowledge by applying it to practical life to test,so as to arouse students' interest in science learning and improve the students' enthusiasm to study science.At the beginning of 2020,after the outbreak of the New World epidemic,classes were switched to online everywhere.As students developed a tired attitude towards science learning,there were many interference factors in online classes,which puzzled many science teachers.The author takes full account of the conditions and psychological conditions of students isolated at home.And in combination with the requirements of course standards and textbooks,the author arranged experience-oriented scientific practice activities for students,so that students have to put down the electronic screen,return to life and study happily in the full online class.After resuming the classroom teaching,the author carefully summarized the previous experience and continued to deepen the research.In the introduction part,this paper first analyzes the background of the research,the significance of the research and the research status of similar topics at home and abroad,and then introduces the research methods and innovations of this paper.The main body first elaborates the basic concept and characteristics of experiential activity course,and then introduces the theoretical basis of experiential activity course,as well as the difference between experiential activity class and conventional class.Then the paper explores the application of experiential activity classes in the design of primary school science teaching activities,from the analysis of teaching objectives,to curriculum classification,curriculum development strategies and curriculum evaluation.Next it introduces the specific teaching activity case design and teaching practice.From through interview and questionnaire,the writer chose two campuses of24 science teachers and 262 students in this school as an object,to understand their traditional science curriculum and experience activity curriculum understanding and evaluation.After analysis of the data,the author found that most of the teachers are trying to carry out the idea of experiential activity curriculum,but often due to a variety of reasons,they blindly adopted traditional course teaching.In addition,the students' strong desire to take part in the experiential activity curriculum strengthened the author's research motivation and confidence.The author puts forward the elementary school science experiential activity curriculum design and practice research,the significance and role of conducting scientific experiential activity curriculum,and in his fourth grade class taught by comparison experiments,by comparing the rate of students' classroom interaction between teachers and students,classroom record list and test report finished,practice test scores,as well as other teachers' evaluation,the author made the final research conclusion that Scientific experiential activity curriculum is positively beneficial to improving students' scientific interest in learning,training students' self-learning ability,strengthening scientific knowledge,and to improving teachers' teaching ability and scientific literacy.