A Research On Technology And Engineering Education In Science Curriculum Of Primary School In The Practice Of Unit Teaching Design

In the face of new era changes and the need for national policies,the expression of crosscutting concepts in technology and engineering education and primary school science teaching has gradually become a hot research topic,in light of the introduction of the<Compulsory Education Science Curriculum Standards(2022 edition)>.Meanwhile,the teaching of large units has become a favorable condition for cultivating students’ core competencies.Against this backdrop,this paper focuses on the research of how to design and what to design in the large unit teaching of technology and engineering education in primary school science curriculum,which embodies crosscutting concepts.First,this paper conducts a comprehensive review of the concept definition and theoretical basis,as well as the research status at home and abroad,through extensive reading of literature.Then,the paper designs a teaching framework for the "Automata Theater" large unit,and summarizes and reflects on the shortcomings of the framework,including the difficulty in enumerating all the necessary learning content,the complexity and redundancy of learning content,the monotonous and rigid correspondence of crosscutting concepts,and the disconnection between situation creation,knowledge learning,and design and materialization.Based on this,the framework is reconstructed,and a new large unit teaching framework is designed.Next,based on the new teaching framework,the paper explores the teaching value of two projects,"Ants,Ant Gait,and Biomimetics" and "Automata Theater".The paper conducts a detailed analysis and design of the teaching tasks,teaching content,learning objectives,evaluation tasks,learning processes,homework,and testing.The paper selects two teaching cases,"Ant Gait and Model Making" and "Rotating Device," for practice,and reflects on the teaching of the cases based on classroom experience and student feedback,and proposes adjustment suggestions.Based on research and practice,students have great enthusiasm and interest in analyzing,designing,and making projects,and they can show some creative expression.Group cooperation,communication,and division of labor gradually become tacit and proficient in practice.Students also develop their own understanding of the four interdisciplinary concepts to a certain extent.This indicates that the primary school technology and engineering unit teaching design and interdisciplinary concept design of this study are feasible and effective.Therefore,this article designs a set of "Technology and Engineering Unit Teaching Design Template Examples" for teachers to use as a reference for similar designs and research,and proposes the following suggestions: change their mindset and focus on core competencies;deeply explore and highlight the implicit interdisciplinary concepts multiple times during the teaching of the unit;design teaching in a real context to solve complex problems in real life;project design needs to be progressive and reflect advancement;and teaching design and implementation should have appropriate balance to provide students with sufficient freedom.This study provides a possibility and implementation case for the design of crossdisciplinary unit teaching in the field of technology and engineering in primary school science curriculum.However,there are some limitations,such as the short duration of practical implementation,a small sample size,and the need for further implementationadjustment-reimplementation cycles of the teaching design.Therefore,further deepening and promotion of this approach are needed.