Research On Expression And Communication Activities In Science Experiment Class Of Senior Grade In Primary School

With the fast development of science and technology,all of the countries put national science education and the cultivation of national scientific literacy at a premium,and have begun a series of science education curriculum reforms aimed at improving national scientific literacy.China’s science education has also entered a new stage of development with the proposal of "key competency".The new curriculum reform in 2017 clearly pointed out that science education in primary schools should cultivate students’ scientific literacy with scientific inquiry as the core.In2022,China released the latest revision of the Standard for Science Curriculum in Primary Schools of Compulsory Education,which also proposed to cultivate students’ scientific literacy through inquiry teaching,In particular,scientific thinking is the most important content of scientific core literacy.Expression and communication are the core of scientific research activities,which directly affects the process and results of scientific research.The expression of students and the ability to communicate is an important role for students to play in improving their scientific ideas.Despite the idea of teaching information in the heart of science teachers,and students can do hands-on operation in science classes,in actual science teaching,many teachers will ignore the expression and communication of students,students have no opportunity to express themselves,teachers do not care about the expression and relationship between teachers and students.resulting in the lack of development of students’ expression and communication ability.Scientific inquiry should not only enable students to operate by hand,but also enable students to think and express by mouth.Activities in primary school science inquiry teaching focus on the theoretical aspects of analyzing the importance of expression and communication activities in inquiry teaching and the teaching strategies for cultivating students’ expression and communication ability.There are few studies that really pay attention to the implementation status of expression and communication activities in the classroom.Therefore,in order to help the first teachers in school to improve the expression of students,the ability to think about communication and science,At the level of teaching research,this study will focus on the expression and communication activities in the current senior science experiment class of primary school from the main form of scientific inquiry-scientific experiment class,study the implementation status of the expression and communication activities in the current primary science experiment class,and try to describe and analyze the current situation of the expression and communication activities in the senior science experiment class of primary school from the content and form of expression and communication and the level of scientific demonstration.In order to clarify the current situation,first of all,combined with existing research,based on scientific literacy,scientific argumentation and research related to expression and communication,try to construct an analytical framework from the aspects of the content of students’ expression and communication,the interactive form of teacher-student language communication,and the level of students’ discourse argumentation,to provide theoretical support for the analysis of classroom teaching cases.After determining the analysis dimension,to confirm the use of expression and communication activities in the scientific experiment,the first school needs to go back to the real class room.Therefore,this study obtains the research data by analyzing the experimental classes of the senior grade of primary school.The study found that the expression and communication activities in the science experiment classes of the senior primary school students generally exhibit a "tangible but less tangible" characteristic.The content of expression and communication presents relatively rich and diverse characteristics.Teachers and students can express and communicate on various types of teaching content,but the form of expression and communication emphasizes the dominant position of teachers.Most teachers use discourse interaction structures such as one question,one answer,and one question,multiple answers that cannot promote students’ active thinking to express and communicate.From the perspective of the essence of expression and communication,namely,the level of scientific demonstration,Scientific argumentation exists in the process of expression and communication,but the level of scientific argumentation is relatively low.In summary,teachers have already possessed a preliminary awareness of cultivating students’ ability to express and communicate and corresponding teaching strategies,but the discourse interaction structure of expression and communication and the level of scientific argumentation need to be further improved.The following conclusions are drawn from the conclusions: At the theoretical level,teachers should deepen their understanding of scientific expression and communication activities;At the practical level,teachers should improve interactive strategies,deepen students’ classroom participation,and attach importance to improving students’ scientific argumentation level.This study effectively helps front-line teachers to clarify the implementation status and existing problems of expression and communication activities in teaching,and provides practical and detailed expression and communication ability training strategies.To make teachers clearly express that the essence of communication is scientific argumentation,and to urge teachers to attach importance to guiding students’ argumentation,so as to improve students’ scientific argumentation ability and enhance students’ scientific literacy and scientific inquiry ability.