Research On The Application Of Project-Based Learning In Primary School Science Teaching

Since Project-Based Learning was introduced into our country as a new teaching mode,many educators have explored ways to localize it in order to promote the overall change of teachers’ teaching and students’ learning methods.Project-Based Learning is increasingly becoming a vane in the field of elementary education because it points to the development of students’ core literacy.Therefore,using the primary school science curriculum as the carrier to apply project-based learning to science teaching is one of the feasible paths for science curriculum reform.It has far-reaching meaning."How to use Project-Based Learning effectively in science teaching in primary school science teaching is not only a theoretical subject,but also a practical problem that needs to be explored and solved in practice.This study focuses on this problem,analyzes the actual application of Project-Based Learning in primary school science teaching systematically,and tries to provide effective teaching strategies.First of all,this paper rearranges the relevant research literature of science teaching methods and Project-Based Learning based on literature.Then redefines Science Project-Based Learning and discusses its theoretical basis and identifies the implementation steps.Secondly,with the help of classroom observation and case study method,this paper probes into the practical application situation from five dimensions: learning goal,driving problem,learning practice,outcome presentation and evaluation method.After analysis,it is found that there are some problems in teaching practice,such as unfocused core knowledge,lack of truth in driving problem setting,lack of practice process of students,simple and random result presentation.Then this paper analyzes the causes of the problem by means of interview method,and finds that teachers’ own professional quality,students’ learning commitment and teaching management system all have great influence on the effective development of Project-Based Learning.Finally,this paper proposes an optimization strategies corresponding to the dimensions mentioned above,tries to solve the existing problems in science teaching practice.Science teachers should grasp the inner meaning of Project-Based Learning rather than the outward appearance of teaching design.This research provides teachers with feasible teaching optimization strategies,such as focusing learning goals on core knowledge,creating realistic scenarios that trigger motivational questions,motivating students with advanced cognition,allowing students to experience practicing,designing public displays of results,and implementing whole-process evaluations,so as to integrate key elements of Project-Based Learning with science courses effectively in order to achieve the goals of alleviating burdens for efficiency.