Research On The Essential Features And Teaching Strategies Of The Scientific Concepts Formation In Primary School Science Teaching

The formation of students’ scientific concept is the problem of education,it is also an important proposition in the study of psychology.Therefore,it is necessary to study the influence of teachers on the formation of students’ scientific concepts,and should pay attention to the regularity of the formation of students’ scientific concepts.In this paper,we will analyze and study the formation of students’ scientific concept and the formation of teachers’ guidance to students’ scientific concept.The main research includes the following three parts:The first part is a survey of ten science teachers of Chengdu Experimental School of Sichuan Normal University and San Sheng Primary school.According to the teaching materials and curriculum standards,this paper selects 12 scientific knowledge of science curriculum in grade three,Teachers are required to judge the degree of students’ pre scientific concepts in the process of learning the scientific knowledge,Then the results of the pre-test of the pre scientific concepts were compared and analyzed,The conclusion is that teachers are aware of where students are prone to pre-scientific concepts in science learning.The second part is the third grade students of Experimental School of Sichuan Normal University and San Sheng Primary school before the scientific concept of the pre-test and post-test.To study the formation of students’ scientific concept,we must study the concept of pre science,In the scientific concept formation process,due to First impressions are strongest life experience,knowledge,and knowledge of the negative transfer of the old words and other reasons may have distorted scientific concepts.It has a great influence on the establishment of students’ scientific concept,and the knowledge and life experience of the students of grade three in primary school are not rich enough,and the former scientific concepts are easy to be rooted in their ideas,which are not easy to be changed.So this paper will be based on the textbook and curriculum standard of the third grade students write what former scientific concepts in the study of scientific concepts,and the reasons for these former scientific concepts are analyzed,and then the learned knowledge in posttest,how to test students in the transformation of scientific concept.The third part is the investigation and Research on the teachers’ guidance strategies,this part of the study will be based on the case study of teachers’ teaching design.As a result of the pre-concept has a great influence on students’ learning of scientific concepts,which has been established before the study of scientific concepts.Then the teacher’s teaching strategy is very important,What are the teaching strategies of teachers,what are the differences in the teaching strategies in the teaching of different knowledge,and whether the teachers’ teaching strategies still need to be improved,which is the third part of the study.Through the investigations and research on selected teachers,we can see that third graders is easy to form pre-scientific concepts.Nonetheless,teachers’ empirical conclusion of how easily students can form pre-scientific concepts cannot agree well with the investigation results.In a follow-up study,in order to make the results more generality,it is necessary to expand the scope of study,choose more different samples,using more research methods and more scientific data analysis methods.