Innovation And Reflection In Practice Of Primary Science

In recent years, China's primary school science has carried out reform in new model, the elementary school science curriculum based on STEM education idea is gradually being concerned by people. However, only a very few areas have the conditions to carry out the innovation practice of primary school science curriculum, science classes are not normally open in many areas, this puts forward the challenge to curriculum reform of the elementary school science. In our country, primary school science is "scientific inquiry", focus on the cultivation of experimental and scientific methods, but neglect the cultivation of students' comprehensive ability. Poor teaching staff, lack of resources, there is no good academic groups and other issues still need to be resolved. Although it is also used to probing teaching of China's primary school science, the evaluation model is still in the way of paper and pencil test, and can not fundamentally improve the scientific literacy of students. There is a new curriculum standard of the United States which has been put forward to replace "scientific inquiry" by "scientific practice"—attaching importance to students' practical ability, and paying attention to the students' ability of thinking, writing and speaking, and engineering design to join in the new standard, so the students can be improved during the activity. In order to cultivate students' ability of inquiry, practicing, cooperation and innovation, although we are learning the new standards, STEM education concept from the United States is also impact on the reform of science curriculum in primary schools in China. Although STEM education concept has been introduced into the theory of education by many experts and scholars, it is limited by the current situation of basic education in our country, it is not so successful to implement the first line of teaching practice.In view of the backwardness situation of the elementary school science education in our country, and the superiority of the STEM education, I will make the application and reflection of STEM education theory and "scientific inquiry" during the process of scientific innovation in primary school. With studying the change of curriculum, the students and the teachers, I discover that the idea of STEM education is more conducive to the improvement of scientific literacy of students. At the same time, I can provide some reference for the problems of science course in primary school which need to be resolved immediately. I am very confused, and full of frustration when I face to the science course firstly, because it is the first time to realize the difference between the reality and the ideal. I am full of longing and the confidence to the education before joining in the practice stage, however, I must rethink the understanding of science education and positioning because of the problems and setbacks in the process of practice. As an innovative practitioner, it is necessary to have the courage to try to explore, dare to challenge the inquiry, in practice the study of science teaching model in primary school.This paper mainly uses the method of narrative research and action research, with the form of telling the story of education, this paper expounds the idea that I want to practice in primary school science curriculum, and try to find the strategy to improve the scientific literacy in the way of continuous improvement. For the process of the practice, I used the teaching mode of inquiry and STEM fusion style, I found the inquiry teaching model is not conducive to the cultivation of low-grade student interest in science. However, by teaching philosophy of STEM fusion style is more suitable for students cultivate interest in science learning, and improvement of scientific literacy.The main content of this paper is divided into the following parts:The first part introduces the background and significance of the research, methods, purposes and summary;The second part:first, there is a choice of curriculum design in practice, and some representative examples, then show how to improve the process from probing teaching to STEM education theory by telling stories;The third part:summary of the practice in the process of reflection;In the fourth part, the author discusses the changes of science curriculum, students and the author's own after the introduction of STEM education theory.