A Study On The Status Quo Of Design Thinking Ability Of Primary School Students In Senior Years And The Response To Science Education

In recent years,design thinking has been widely concerned by scholars at home and abroad.In the era of rapid iteration of technology,design thinking talents are needed.In addition,primary school students have natural interest and talent in design.Primary school science curriculum and design thinking are inseparable,so design thinking Introducing into the field of science education in primary schools is of great significance.In view of the above situation,based on the author's extensive reading and analysis of domestic and foreign literature,the research mainly focuses on the following questions:1.What is the current status of students' design thinking ability in the high school?2.What is the scientific education coping strategy for cultivating design thinking?Through continuous research and analysis,it is found that design thinking is the systematic thinking of creatively solving real problems,integrating the knowledge and information in the designer's mind,and through the brain's thinking activities to complete the innovative solution of the problem.The author combines the existing design thinking model to construct the research framework of this paper,including six indicators,namely,"understanding ability","observation ability","integration perspective ability","imagination ability" and "prototyping ability"."Testing ability",through questionnaire survey,teacher interview outline,classroom observation scale,surveyed N 5th and 6th grade students,and statistical analysis of the questionnaire with IBM SPSS Statistics 21 software,found that "understanding ability",the score is lower The main reason is that teachers use less tools such as mind maps in classroom teaching to help students sort out the knowledge system.In terms of "observation ability",the score is relatively high,but there is also a problem that the difference in observation ability between different students is large.In terms of "integration of opinion ability",students' scores are low,indicating that students' systemic thinking is poor,and they cannot take into account all aspects when considering problems.In terms of design thinking "imagative ability",students score relatively high,indicating that the creative thinking ability of students in the upper grades of primary school is developing better.Therefore,teachers only need to give guidance at appropriate time,provide scaffolding,and put the initiative of learning in the hands of students..In terms of "testing ability",the scores of students are generally higher,indicating that students in the upper grades of primary school are more motivated to solve problems and can maintain a positive attitude.According to the survey results,the author puts forward the coping strategies of science education from the dimensions of science education goals,science curriculum content,scientific teaching model,and scientific curriculum evaluation,combined with the status quo of design thinking ability.There are several strategies for coping strategies:the goal of science education pays more attention to the things and thinking tools in the artificial world;the content of science courses emphasizes technology and engineering;the teaching according to the law of design thinking itself;the interest in class evaluation is more interesting and comprehensive.The problem.