Action Research On "Secondary Development" Of Rural Primary School Science Textbooks

The proposition of "secondary development" of rural primary school science textbooks is based on the practical need of rural primary school science course teaching,on the premise of national curriculum standards,and on the basis of respecting the internal logic of science subject and the law of teacher professional development.As one of the components of a curriculum,textbooks must be developed according to the actual educational situation to meet the needs of classroom teaching.However,at present,the secondary development of rural primary school science textbooks still has some problems,such as weak awareness of development,insufficient development ability and weak teachers.In addition,the shortage of scientific experimental equipment and other hardware facilities in rural areas makes it particularly necessary to "secondary development" of primary school science textbooks in rural areas according to local conditions.On the basis of practice investigation,this study has understood the basic situation of "secondary development" of rural primary school science textbooks through interview.On the basis of combing relevant literature,this paper clarifies its connotation,explains its value,constructs its model and puts forward the endogenous path of its implementation.Finally,through action research,promote the rural primary school science textbooks "secondary development" theoretical model and the implementation of endogenous path.Action research to select G T elementary school in a village,in three or four students in grade two as the research object,on the basis of rural primary school science teaching material of "secondary development" endogenous path,the author will be the implementation of the action research processinto for both the "secondary development" of the teaching materials and the integration of internal and external resources of teaching material "secondary development" three stages,gradually progressive to the countryside elementary school science teaching material research of "secondary development".The first round of action research verifies and corrects the theoretical model of secondary development of rural primary school science textbooks proposed in the theoretical analysis and reconstructs the dynamic model of secondary development of rural primary school science textbooks.The second round of action research revised and improved the endogenous path model of the implementation of the "secondary development" of rural primary school science textbooks by introducing the practice of rural indigenous resources.The third round of action research further integrated internal and external resources and verified the endogenous path and exogenous path of the implementation of "secondary development" of rural primary school science textbooks.Through three rounds of action research,it is found that the "secondary development" of rural primary school science textbooks has certain effects on giving full play to the unique resource advantages of rural areas,improving the scientific learning effect of rural students and promoting the professional development of teachers.In addition,the implementation of "secondary development" of rural primary school science textbooks plays an important role in the intersection of endogenous and exogenous approaches,which effectively improves the quality of science teaching in rural primary schools.Finally,on the basis of the process and results of the comprehensive reflection research,the author further proposed the research prospect: to seek sufficient theoretical support;Increase the collection of curriculum resources related to the "secondary development" of rural primary school science textbooks;The implementation path of rural primary school science textbooks from different perspectives of "secondary development" was explored in depth.