Discussion On The Integration Of "the Goal In 3 Aspects" In Science Course Of Primary School

With the arrival of knowledge economy and information ape, people are placed new demands on quality, especially the scientific quality has become essential one that modern people should possess. With the flourishing development of international scientific curriculum reform, the science course in primary school has become enlightened curriculum of science education and cultivating students' scientific quality has become the main purpose of scientific education. Nowadays, the new elementary educational reform in our country is combining with international reform and change the former natural teaching cultivating goals gradually, and substitute science for nature (Science Course Criteria (Grade 3-6)> is issued instead of the former instructional outline, thus makes the cultivating goals of science course more specific.The Science Quality includes scientific knowledge, scientific inquiry (process and method), scientific emotional attitude and value. The three fields content is "the Goal in 3 Aspects" . Therefore, cultivating pupils' scientific quality is actually to integrate "the Goal in 3 Aspects" with the process of curriculum implement. IN this thesis, based on the integration of "the Goal in 3 Aspects" in science course, supported by the theory of constructivism and philosophy, the author put forward the implementation strategies on the integration of "the Goal in 3 Aspects" from a new angle of course objectives and enlighten the primary school teachers in practice.Part â… : Brief account of "the Goal in 3 Aspects" in science course. The core conception of science course in primary school is "Every student is expected todevelop scientific quality in all-round way" . "the Goal in 3 Aspects" of science course is to divide the general goal into 3 aspects, emphasize the interdependence and effect among the following three aspects: knowledge and skill, process and methods emotional attitude and value. Through understanding these conceptions, from vertical and crosswise course goals, the cultivating goals of science course is actually to integrate the "the Goal in 3 Aspects" with the practical teaching process. The scientific knowledge and skill are premises of scientific inquiry (process and method). Only students experience the process of probing and gain the method can they have a feeling of achievement, interests and emotion toward science, thus form a reasonable value inclination. Integration is the key of implementation of "the Goal in 3 Aspects" . Understanding the integration is on the theoretical basis of epistemology, psychology, pedagogy and social practice. The cultivating goal of science course is "the science for every one" . So the modern science course has designed 3 models: the content of model in 3 aspects include scientific knowledge, scientific process and scientific culture (it refers to the emotional attitudes and values in the thesis). The model in 3 aspects is an ideal course model. We can find theoretical basis of integration of "the Goal in 3 Aspects" by studying and analyzing the model.Part II: Integration is the basic trend of science course reform. International science course reform has experienced three times, the cultivating goal has been reformed two as well: From "the Goal in 1 Aspect" to "the Goal in 2 Aspects" and to the integration of "the Goal in 3 Aspects" . Correspondently, there are some changes in the course content, teaching method and the conception of curriculum implement. Then we can see that the essence of modern science course is the integration of scientific and educational essence. To integrate the scientific knowledge, scientific process and scientific emotional attitude , values with the scientific inquiry, integration is the basic inclination of curriculum reform, and it is the aim of elementary educational reform in our country. In the reform process of science course in primary school, from nature to science, the teaching materialsand method have been improved and perfected gradually. The cultivating goal is from the "double basic education" to the training of "the Goal in 3 Aspects" in science course.Part III: The integration of "the Goal in 3 Aspects" in the implementation of science course in primary school. To cultivate students' scientific quality, we must put the integration into the practical teaching process. Teachers, as the executors of the course, must have a good understanding of science course design> teaching content and the implementation. Factors such as students^ society and knowledge should be considered in the integration of science course design. In primary school, the content of science course include five parts: scientific inquiry, emotional attitude and values^ biological science^ substantial science > the earth and universe. From the content criteria, we can see that the content of the latter three parts on scientific knowledge will permeate the former two fields when compiling the teaching material and practical instruction. While the specific content of the former two parts will also be integrated again by permeating and connecting. In the end, new demands are placed for the primary school teachers; they should possess the professional quality when they teach the science course. They can fulfill the integration of "the Goal in 3 Aspects" .Part IV: Problems studying in implementing the integration of "the Goal in 3 Aspects" of scientific course in primary schools. Problems have been found in the process of implementing the integration by analyzing teachers' scientific quality and interviewing some teachers and students in some primary schools in Kunming. From the two angles of different main body: teacher and students, the author analyzes theoretically towards scientific knowledge -. scientific inquiry\scientific emotional attitudes and values. The author also concludes the factors that affect the integration in the process of implementing.Part V: Basic strategies in implementing the integration of "the Goal in 3 Aspects" of science course in primary schools. Through problems studying in part IV, the author puts forward some basic strategies. To speak specifically, they areembodied in the following aspects: Enhance the professional qualities of science teaching in primary schools; How to embody "the students center" ; How to develop and use the course resources; Use effective teaching method and evaluation ways to prompt students to learn science. These strategies are reference for the science teachers.Above all, to integrate "the Goal in 3 Aspects" in science course with the process of implementation, the project cannot fulfill without theoretical instruction or teachers continuous reflection and study. This is a long arduous task which need every educational worker strive to explore.