Research On The Design And Practice Of Interdisciplinary Teaching Of Elementary School Science Based On The Cultivation Of Scientific Thinking

Scientific thinking is one of the essential skills for young people today,and therefore the cultivation of scientific thinking has become an important element in the field of science education.The Science Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as "the new standards")lists scientific thinking as one of the four core literacies of the science curriculum,reflecting the importance of scientific thinking development,and the basic education stage has become an important position for scientific thinking development.At the same time,the new standards explicitly require each course to use at least 10% of class time to design interdisciplinary thematic learning,emphasizing the importance of teaching interdisciplinary themes.Focusing on core literacy and implementing interdisciplinary theme learning has become the general direction for carrying out education and teaching.In terms of goals and characteristics,interdisciplinary teaching is more consistent with the development direction of scientific thinking and can be used as a way and method to cultivate scientific thinking.Therefore,this study aims at cultivating students’ scientific thinking ability,using interdisciplinary theme activities as a carrier,constructing a teaching process framework,carrying out the design of interdisciplinary teaching activities of elementary school science based on scientific thinking cultivation,using knowledge in the fields of material science and engineering technology as the main teaching content,carrying out practical teaching and conducting teaching evaluation,in order to provide case references for elementary school science teaching practice.In this paper,the following studies were carried out: firstly,by reviewing relevant literature,the current situation of science thinking and interdisciplinary teaching at home and abroad was summarized and sorted out,and the concepts of science thinking and interdisciplinary teaching were defined.Secondly,through questionnaire surveys and interviews with students and teachers in Q elementary school,it was found that the current elementary school science classroom focused more on the transfer of scientific knowledge and lacked the cultivation of scientific thinking,and most teachers applied interdisciplinary theme learning rarely and needed the support of teaching activity cases.Based on the theoretical and practical foundations,this study constructed a framework of interdisciplinary teaching activities for elementary school science based on the cultivation of scientific thinking,and after selecting appropriate teaching contents,carried out the teaching design of "Light up the light bulb and design the windmill".Finally,fifth grade students were selected as the subjects of the study,and the scientific thinking ability scale(six dimensions: model comprehension,model construction,scientific reasoning,scientific argumentation,divergent thinking,and focused thinking),students’ works,activity task sheets,and classroom observation sheets were evaluated to verify whether the activity cases of this study could effectively improve students’ scientific thinking ability.The results of the analysis of the collected data are as follows: first,the design of the interdisciplinary teaching case of elementary science based on scientific thinking helps to enhance students’ core scientific thinking skills;second,the teaching activities in this study help to stimulate students’ interest and increase their classroom participation.In conclusion,the practical application of the interdisciplinary teaching case of elementary science based on scientific thinking development in elementary education has positive effects and promotional value.Future research can further explore and design more interdisciplinary activity cases,and update and iterate and improve them in long-term teaching practice.