Research On Problem Design In The Teaching Of Scientific Problems In Primary Schools

The growth of science and knowledge always begins with problem and ends with problem,by more and more deepening problem which can inspire new problem.Similarly,the most effective learning results or learning environment is centered on the problem in science teaching.Therefore,there is important significance of Problem Enriched Instruction and problem design in the primary school science teaching.This study focuses on three questions:with the environment of Problem Enriched Instruction,investigating the relationship of knowledge and target and problem,thinking of how to implement knowledge problematic;analyzing the design process of problem design in the primary school science teaching and explore technical problem of the problem design;through teaching practice,analyzing the teaching effect and proving the effect in the primary school science teaching.This study mainly adopts literature research,classroom observation and questionnaire investigation,which analyzes the value of problem design and its effect in the teaching practice from two aspects of qualitative and quantitative.Through the observation of the science teaching,the author found that there are various problems in science teaching,not only the problem about knowledge,also the problem about thinking;there is not only simple memory problem,also the problem of understanding and creativity.This study thinks that knowledge is derived from the problem,and science teaching should start from design problem,realizing knowledge problematic to promote the effective construction of knowledge.At the same time,problem design should pay attention to the three major factors:the teaching goal,students’ cognition and the nature of the problem.By the strategy or process of contextualized and structured problem,problem visualization and rationalization,promoting the systematic and optimized problem design.Teaching practice based on the above research shows:students not only have the strong learning motivation,also can actively participate in learning activities,and take the initiative to cooperate with others,and solve problems together to acquire knowledge and develop science learning ability.Through the theoretical and practical research,this study concludes that Problem Enriched Instruction has the important value in the primary school science teaching:Knowledge problematic and problem contextualization is significant to the primary school science teaching;Problem design needs system construction in the primary school science teaching;Problem Enriched Instruction has significant effect for students’ science learning.