Research On The Connection Between Junior Chemistry And Primary Science Teaching Under The Holistic Teaching View

Today’s social education is the country’s major plan,the implementation of students’ science education is particularly important,as a branch of science chemistry,the connection of students’ education and teaching,promote students’ systematic,integrated,in-depth learning is more conducive to the cultivation of students’ core quality,conducive to the lifelong development of students.In April 2022,the Ministry of Education released a full set of curriculum standards for compulsory education,including Curriculum Standards for Science and Curriculum Standards for Chemistry.This series of curriculum standards compile science curriculum standards for primary and junior high schools in compulsory education stage together,collectively known as Science Curriculum Standards for Compulsory Education.They are developed uniformly and coherantly according to school sections,putting more attention on the holistic teaching of the curriculum and putting forward higher requirements.Taking the "Six Three" school system as an example,It is divided into four grades: first to second grade(lower grade),third to fourth grade(middle grade),fifth to sixth grade(upper grade),and seventh to ninth grade(middle school).However,in most regions,science is divided into multiple subjects such as chemistry,physics,biology,and geography,rather than a comprehensive subject in middle school.Therefore,there is a separate chemistry curriculum standard for compulsory education.This curriculum standard especially emphasizes that junior high school chemistry should attach importance to the connection with primary school science curriculum and senior high school chemistry curriculum,reflects the systematic planning and overall design,and emphasizes the comprehensiveness and advancement of the curriculum.The science curriculum standards issued in 2022 set four interdisciplinary concepts.Chemistry content is widely distributed in many interdisciplinary concepts.However,there is a two-year gap between students studying chemistry in the form of a single subject and primary school science,which is a long time.And primary school science curriculum comprehensive,rich content;On the other hand,chemistry in junior high school gradually turns to deep learning and strong discipline.In this overall teaching plan,horizontal disciplines blend and vertical disciplines extend,which brings great difficulties to teachers’ teaching connection work.The integration of primary school science and junior high school chemistry is based on the deep vertical integration of chemistry content in junior high school and primary school.In the holistic teaching concept,learning is a complex holistic task rather than a simple learning of isolated knowledge fragments.Knowledge,skills and attitudes should be integrated to complete the learning task.Combined with the reality that this year’s new edition of primary school "Science"(Education edition)textbook has just been replaced year by year and has been put into use as a whole,this study sorted out and linked analysis from the three aspects of knowledge,activity and literacy,and proposed strategies for teachers to find and use in teaching and provide reference for front-line teachers.Under the background of new curriculum standards and new primary school science textbooks,the author first read literature to understand the current situation of the research on the connection between the two,and determine the research direction,purpose,significance and method of this paper.Literature method combined with questionnaire survey and interview method were used to investigate students in grade 6 and Grade 3 of primary school,as well as primary school science teachers and junior high school chemistry teachers,so as to understand the teaching status of the two courses and provide a basis for the selection of cohesion strategies.Then the comparative analysis of the curriculum standard found that the nature of the two courses is partly related,for example: both of them are practical,but primary school science pays attention to comprehensiveness,and junior school chemistry gradually tends to be specialized.Both curriculum objectives are proposed from the four aspects of concept,thinking,inquiry practice and attitude responsibility.They require not only to teach knowledge,but also to cultivate the qualities of thinking,concept and attitude responsibility in activities,which are consistent with the holistic teaching concept.Therefore,the author makes a cohesive analysis from three aspects: knowledge,activity and accomplishment.In terms of the content of the course,there is a spiral upward trend in the vertical overall,which shows the performance of advanced learning according to the learning section.There are many correlations,and detailed descriptions of knowledge and activities are carried out in the learning section.However,in the teaching process of teachers and students,it is mainly carried out according to the sequence of the content of each volume,with certain differences in the sequence of the learning content.Therefore,the author makes a cohesive analysis based on the arrangement of textbook contents,and retains the specific learning situation of each knowledge content in each learning section,which is more helpful for teachers to understand students’ learning situation and teaching content.In terms of cultivating the quality of ideas and thinking,the paper makes a cohesive analysis combining with the law of students’ cognitive development.Through cohesion analysis,the author puts forward some strategies conducive to the cohesion of teaching.In the aspect of knowledge teaching,the author creates a real,life-like problem situation which is combined with students’ pre-concept,promotes students’ continuous learning and helps them build a knowledge system.In the aspect of skill cultivation,various comprehensive activities are organized to stimulate students’ interest in learning,make students’ thinking become agile and open,and cultivate students’ practical ability.In terms of literacy cultivation,teachers should attach importance to process evaluation,conduct evaluation in time in teaching,guide students to think,cultivate students’ thinking and construct chemical concepts.Finally,some practical suggestions for the implementation of cohesive strategies are given through practical cases.To sum up,this study aims to do a good job in teaching cohesion from the three aspects of knowledge,skills and concept construction,so that students can smoothly transition from primary school science to junior school chemistry learning and maintain consistent learning.