Investigation On The Implementation Degree Of Science Curriculum In Primary Schools In Liaoning Province

Science education is a fundamental project for China to be among the world's scientific and technological powers,and elementary science education is the starting point of systematic science education,which is of great significance to the formation of students' scientific literacy.China's elementary school science curriculum reform has entered a deepening period,and at the intersection of the two curriculum reforms,it is important to analyze the current situation of elementary school science curriculum implementation and explore the main factors affecting the implementation of elementary school science curriculum to promote the new round of elementary school science curriculum reform.This study explores the extent of elementary school science curriculum implementation in Liaoning Province in the context of the 2017 elementary school science curriculum reform.First,the measurement instruments of curriculum implementation concern stages and implementation levels were revised,and questionnaires and focused interviews were conducted.Second,quantitative and qualitative studies of the survey data were conducted to explore the current status of the level of implementation of the primary school science curriculum in Liaoning Province.Finally,the analysis of common factors affecting the level of implementation of elementary school curriculum was used to explore specific pathways to promote elementary school science curriculum reform.In the first part,based on an extensive review of curriculum implementation research results at home and abroad,we clarify the connotation and extension of curriculum implementation and propose the entry point of this study,to explore the extent of science curriculum implementation in elementary school in Liaoning Province from the perspective of the "Concerns-Based Adoption Model".In the second part,we clarify the research idea of the implementation level of the elementary school science curriculum,revise the measurement tools,and use questionnaires,focused interviews,and classroom observations to explore the concern stage and implementation level of the elementary school science curriculum in Liaoning Province.In the third part,the validation factor analysis indicated that the elementary school science curriculum implementation concern stage consisted of six dimensions:awareness,information/personal,personal/management,management/consequence,collaboration,and refocusing.The elementary school science curriculum implementation concern stage has reached the "Cooperation" stage,and has a trend toward the "Refocusing" stage.Teachers' school location,gender,education,whether they are full-time,and the number of science-related training they attend each year have significant effects on the stage of concern.In the study of the implementation level of elementary school science curriculum,50% of the teachers consciously implemented the curriculum,the implementation level was "Regular" or above.In the fourth section,we analyzed the current status of the implementation level of the elementary school science curriculum in Liaoning Province.In-depth analysis of the causes of the "high concern stage,medium level of implementation" of the elementary school science curriculum in Liaoning Province revealed that teaching materials,school equipment support and assessment system,teachers' work experience and subject background were the main factors affecting the current level of implementation of the elementary school science curriculum.In the fifth section,the strategies for promoting the implementation of the elementary school science curriculum are discussed from three perspectives:macro,meso,and micro.The education administration level proposes specific strategies to promote the implementation of the elementary school science curriculum in terms of establishing an epidemic training and exchange mechanism,enhancing the status of science teachers,and creating a good science culture;the school level proposes specific strategies to promote the implementation of the elementary school science curriculum in terms of paying attention to the preparation of science laboratory equipment,improving the assessment and evaluation methods of students,and innovating the evaluation mechanism of teachers;and the teacher level proposes specific strategies to promote the implementation of the elementary school science curriculum in terms of enhancing self-improvement awareness,strengthening self-reflective behavior,and establishing a lifelong learning concept.In the sixth part,we summarize the findings,reflect on the shortcomings of the study,and propose future prospects.