Research On Teaching Design And Practice Based On Scientific Inquiry Teaching Based On Socio-scientific Issues In Primary Schools

With vigorously promote quality education,scientific inquiry has become the focus of the reform of basic education,discipline teaching to explore the boom is also growing,but in the process of its application,the teachers and students to understand the process of scientific inquiry as a fixed step and mechanical method,scientific inquiry necessary social consultation and demonstration,evaluation,interpretation behavior cannot be truly understood.The present situation of inquiry teaching urges science teaching to pay attention to the creation and application of inquiry situation and consider the mutual influence among science,technology and society.Social science topics can provide students with real life situations for discussion and reflection,promote students to deepen their understanding of the process of scientific inquiry,evaluate and reflect this process through debate and analysis,and give play to the social characteristics of science.This study attempts to apply social science issues to scientific inquiry teaching in primary schools,and carries out teaching design and practice based on theoretical basis.Firstly,this study combines the teaching theory of social science issues with the teaching theory of scientific inquiry,and puts forward the teaching design procedure of scientific inquiry in the context of social science issues.Secondly,the topic of "garbage harm" is selected to make a specific explanation of the teaching design.Finally,two homogeneous fifth-grade classes in Fuzhou Q Primary School were selected as the research objects,and the teaching design case was put into practice.Through classroom observation,work order scoring and interviews with teachers and students,problems existing in teaching practice were found and reflected,and teaching suggestions were put forward.It is found that the effective integration of social science topic teaching and scientific inquiry teaching can break the limitation of traditional inquiry teaching.After receiving the teaching,primary school students’ learning interest and motivation can be stimulated,scientific inquiry ability can be improved,scientific ethical spirit can be cultivated,and their cognition of the relationship between science,technology and society increases significantly.Based on the reflection and summary of the main problems in teaching practice,the following suggestions are put forward on how to effectively optimize teaching effect: rationally select topic materials and improve resources with The Times;Combined with experience system design,add refinement learning support;Establish multidimensional evaluation mechanism to improve the quality of students’ thinking;Construct tolerant classroom environment to stimulate students’ interest in participation;Improve teachers’ scientific literacy and classroom control ability.