Research On Unit Teaching Design Of Primary Science Based On Big Idea

As an important way to improve students’ scientific literacy,science education is also an important support for the strategy of strengthening the country with talents.It aims to help students acquire the ability to solve practical problems,so as to cultivate innovative talents.This requires that science education should not be solely aimed at imparting scattered scientific knowledge.In recent years,more and more scholars have begun to pay attention to deep learning,focusing on the cultivation of learning transfer ability and integrated learning of knowledge.The big idea teaching is proposed based on this background,which points to the transfer and deep integration of learning,guiding students to think like experts when facing complex and real problem situations.In order to explore the feasibility and effectiveness of big concept teaching in elementary school science,discover the practical problems in big idea teaching and make certain improvement.This study first sorts out the relevant literature,and uses questionnaires to understand the practice of primary school science teachers on big idea teaching.Then,the value pursuit of big idea teaching is analyzed,and a unit teaching design framework based on big idea is constructed based on cognitive structuralism learning theory,reverse design theory and meaningful learning theory,and the first-grade textbook "plant" and "animals" were taken as an example to carry out two rounds of teaching practice.The research found that:(1)"Broad,scattered,and shallow" teaching in traditional class and "high concept,low practice" teaching in primary schools are problems in science teaching in front-line primary schools.Designing and implementing science unit teaching in primary schools based on big ideas has practical necessity;(2)The framework of primary school science unit teaching design constructed in this study from the perspective of big ideas has certain feasibility and effectiveness,improving the effectiveness of primary school science unit teaching to a certain extent;(3)To carry out unit teaching of big ideas,it is necessary to correctly handle the relationship between lessons and units.Introducing "guidance courses" and "improvement courses" at the beginning and end stages of the unit can optimize unit teaching and point to the construction of large concepts;(4)Strategies such as setting up real problem situations,using concrete cases and abstract connections,guiding students to analogize and transfer,and triggering surprise learning can promote the participation and effectiveness of big ideal learning among junior primary school students.