Research On The Optimization Strategy For The Introduction Of New Science Courses In Elementary Schools

The introduction of science lessons in primary school is an important link that cannot be ignored.In terms of the teaching process,everything is valuable,and the introduction of new courses is the beginning of classroom teaching and an inevitable condition for the smooth development of teaching activities.As far as the value of introduction is concerned,the wonderful introduction link can help students focus attention,inspire students to think,stimulate students' interest in learning,and then enter the state of learning smoothly,and pave the way for the main part of teaching.Research on the introduction of new courses is one of the ways to strengthen the classroom control skills of science teachers,and it is also the only way to optimize the teaching of new courses.However,looking at the existing research,the research on the introduction of new science courses in primary schools is relatively lacking.Therefore,this study will New lessons are imported as entry points.In view of the above background,the main issues of the article research are:(1)What is the status of the introduction of new science lessons in primary schools.(2)What are the specific problems and their causes in the new science curriculum for elementary schools?(3)How to optimize the introduction of new science lessons in primary schools.This research mainly adopts research methods such as classroom observation method,questionnaire survey and interview method to study the introduction of new science lessons in elementary school by combining quantitative and qualitative methods.First of all,the study selects 32 primary school science lessons as observation objects,and makes a written record to analyze the observation cases.Secondly,science teachers from multiple elementary schools in N city were selected as the research objects.Teachers were asked to conduct a questionnaire survey.SPSS 24.0was used to analyze the results of the questionnaire from introduction cognition,introduction design,introduction effect,and reflection.Finally,based on the results of classroom observations,questionnaire surveys,and interviews with some teachers,a comprehensive analysis of the current status of the introduction of new science curricula in primary schools and a summary of the problems in the introduction of new science curricula in primary schools.The study found that the frequency of science teachers using new lessons was higher;Nearly half of the teachers could control the lead-in time between 3-5minutes;Video import,picture import,review import and story import are commonlyused by science teachers.Older science teachers tend to attribute material choices to everyday life.Through the introduction of cognition,design,implementation and reflection,the study reveals the overall situation of the introduction of new science curriculum in primary school.The results show that the average values of each dimension of the introduction of new science curriculum in primary school are lower than the average level,and the overall teaching situation is not good.Based on the results of the questionnaire survey and classroom observation,the author concludes the problems in the introduction of new science lessons in primary schools.Introducing and deviating from teaching content;Lead out of student life;Single import design perspective;The import method is archaic.The main reason is that science teachers lack the correct understanding of the introduction of new curriculum.Do not understand the import design basis;The evaluation system for the introduction of new science curriculum in primary school is not perfect.In order to effectively improve the effectiveness of the introduction of new curriculum,the following optimization strategies are proposed:To clarify the design basis of new curriculum introduction and improve the standardization of introduction;Broaden the new course introduction design ideas,improve the introduction skills;We will improve the evaluation system for the introduction of new courses and stimulate teachers' professional development.