A Study On The Design And Practice Of Project-Based Learning Teaching In Primary School Science

In 2017,the Ministry of Education formulated the Compulsory Primary Science Curriculum Standards,which mentions that through the learning of the primary science curriculum,students can experience the process of scientific inquiry,in addition to the requirements that the organization and teaching of the primary science curriculum should guide students to initiate inquiry and enhance the meaningfulness and interest of the curriculum.However,how teachers can achieve these requirements in authentic science classrooms remains to be more explored and practiced.After attending the "Xinghua Innovative Practices Teacher Training Course",the author combined theoretical foundations from literature and her own experience to conduct a teaching practice in the fourth and fifth grades of an elementary school in Guilin and identified the following research questions: First,whether project-based learning has had a positive impact on improving students' scientific literacy;Second,how to select and design appropriate elementary school science projects and improve classroom efficiency in project-based learning.We also conduct observations and research on students This research mainly completes the design and enhancement of three project-based learning under the guidance of action research method,and uses statistical analysis,classroom observation,and interview as auxiliary tools to analyze the teaching situation.Firstly,the author combed through the relevant domestic and foreign literature,clarified the concept and completed the relevant review,and determined the research ideas and methods;secondly,according to the different research objects,combined with the project background,teaching status and other objective conditions,based on the elementary school science curriculum standards and the relevant unit teaching objectives,three different project-based teaching designs were carried out,and reflections and research were conducted in practice,through pre-and post-test questionnaires,interest scales,the teachers' teaching journals and teaching records were analyzed,and the results and suggestions were finally summarized.The main findings of this study are: project-based learning has had a positive impact on improving students' scientific literacy,and students' scientific abilities,attitudes,and interest in learning have been improved to varying degrees.Students' learning autonomy is given full play,learning depth is enhanced,and classroom efficiency is improved.Project-based learning facilitates novice teachers to stand firmly on the podium,effectively enhances teacher-student communication and interaction,and promotes students' overall development.The design of elementary school science project development requires appropriate operational difficulty,with the production of materials which is common and easy to obtain is better;competition type as a way to evaluate the project more popular for students,can effectively improve classroom efficiency.