The Study On Situated Instruction Of Science Course In Primary School

Primary school "science curriculum standards" pointed out that exploratory learning is an important way for students to learn science,The main body of the students should be highlighted in the teaching process.The formation of the problem and the motive of the inquiry is the prerequisite for the scientific inquiry of the primary school students,which requires the teacher to create a good situation to stimulate students to learn the scientific knowledge of interest and enthusiasm.Under the concept of the new curriculum,the science education should be concerned with the students’ learning process.Teachers should participate in the teaching process as the helpers,guides and promoters in the teaching process,provide the students with scientific research activities to provide enough materials,The opportunity to create a situation conducive to students to conduct scientific inquiry learning.Therefore,the use of situational teaching in the primary science curriculum is in line with the current educational philosophy.Through the teaching practice of graduate students,it is found that most teachers will create teaching situations in the teaching process,but some science teachers do not carry out situational teaching in the actual teaching,and even the creation of the situation is only a mere formality,which leads to the teaching The effect is not obvious.Which to a certain extent,reduce the enthusiasm of students,students can not give full play to the potential.In the practical teaching of primary school science curriculum,some science teachers have some misunderstandings in the use of situational teaching,which leads to the fact that the application of situational teaching in class has not achieved the desired effect.This is to some extent dampen the enthusiasm of teachers to use situational teaching,but also reduce the interest of students to learn scientific knowledge,making the students’ learning potential can not be fully excavated.In this study,the significance and necessity of the application of context teaching in primary school science curriculum under the new curriculum concept are put forward by using questionnaire survey and classroom observation.Based on the theory of situational cognition,primary school science curriculum standard and educational brain brain science,This paper analyzes the problems in the teaching of the situation of science curriculum in primary schools and the causes of the problems.On this basis,it puts forward the basic conception of the situation teaching in the science curriculum of primary school.This study argues that situation in science teaching situation of primary science material selection,the creation of teaching situation and way,the achievement of the teaching goal,situational teaching evaluation has many problems,lead to these problems are both the school of science curriculum not too seriously,there is also a shortage of science teacher’s special field accomplishment,and initiative of student learning science curriculum is not strong,the scientific practice base with all sorts of reasons such as money.Therefore,in primary school science curriculum teaching,teachers should make clear the teaching idea of science curriculum,science curriculum teaching goal,based on students’ learning needs,a number of ways for students to create a rich and colorful teaching situation,in order to enhance students’ interest in learning science,the effectiveness of primary science education.