A Study On The Development Of Scientific Concepts Of Pupils Based On The Analysis Of "New 100,000" Collection

Nowadays many countries around the world are carrying out the curriculum reform with the "scientific concepts", China is no exception as well. But the research results, which guide the theory of China’s science education reform, almost all come from other counties, so the most urgent problem, which needs to be figured out, is how to “introduce” these theories to our primary schools. Investigating and researching on the development situation of elementary school students’ scientific conception in China from both theoretical and practical aspects, then understanding the situation, should be the first step to resolve the confusion.Based on the more than 14,000 collected questions from Shanghai primary school students during the editing of 100000 Whys, with the key conceptions of elementary problems as research object, and combined with natural study standard and teaching material of Shanghai primary school, my work does in-depth research and analysis from three aspects, including the three scientific distribution in the key conception of students’ questions, the development characteristics of spontaneous concepts and scientific concepts, and the content characteristics of frequently used words key concept.The research comes to the conclusion that includes following aspects. At first, the degree of elementary students’ interest in the three subjects from high to low is, life science, earth science and material science. Secondly, with higher grade of school students, then more questions about scientific concepts, less questions form their own. The compatibility of the high frequency questions with educational content increases, and the teaching factor starts to dominate the development of students’ scientific concepts. The third, the degree of questions frequency in life science from high to low is, human concepts, animal concepts and plant concepts. The high frequency concepts in earth science can be summarized to grand concepts, cataclysm concepts and science fiction concepts. The high frequency concepts in material science can be mainly summarized to curiosity concepts, in daily life explored concepts and physical basic concepts. At last, the high frequency concepts, which have not been included in scientific teaching materials, can be summarized to the cognitive knowledge of students’ own life development, some core power of science and technology in our nation, the relationship of science and technology, with the humanities and Philosophy.According to the data and conclusion, the paper put forward a proposal for the following three aspects in science education curriculum reform, the first, dealing with the relationship between scientific concept of teaching and development correctly. The second, taking the "scientific inquiry" as the main way of "recent development" of two-kinds concept. And finally, taking the characteristics of students’ scientific concept development as the reference of the teaching material. Hopefully the paper can provide reference and basis for the primary school science curriculum and teaching reform in the end.