An Empirical Research On Promoting Cognitive Participation Of Science Course In Primary School

The "learner-oriented" educational philosophy has been popularized in China since1980 s,and has made remarkable achievements in the field of basic education.Most teachers have stepped out of the "lecturing" model and started to highlight the dominant position of students in their own classes,adding interactive teaching elements,and pursuing the substantial participation of students in class.The Science Course in primary school is not an exception.The increasing emphasis from the Ministry of Education on the scientific literacy and scientific spirit of pupils and the introduction of new curriculum standards have both reflected the higher expectations and requirements on the status and role of Science in the basic education system.However,it has to be admitted that up to now,the primary school science curriculum teaching and results has not received the due attention,the teaching form is still relatively traditional and single.Modern learning theory shows that cognitive engagement is the key factor of students' classroom engagement,and the degree of cognitive engagement is an important index to measure students' classroom engagement.Cognitive engagement can reflect students' learning results and feedback students' learning effect more directly,which is closely related to students' academic performance.The insufficient cognitive engagement of primary school students in the classroom is one of the main reasons for the unsatisfactory results of science teaching.Based on literature review,this paper first put forward the problem of insufficient cognitive participation in Science courses of primary schools,and tried to find the cause of the problem by classroom observation.Then,by sorting out,summarizing and analyzing the relevant literature,the standards of measuring the degree of students' cognitive participation were found,the methods were summarized to help improving students' cognitive participation,and the strategies were proposed to improve students' cognitive participation in the perspective of teacher teaching based on the real situation of Science in primary schools.In order to verify the feasibility and effectiveness of these strategies,this paper took two classes of a public primary school located in Shapingba District,Chongqing City as examples and conducted a comparative study.The experimental results show that on the basis of fully respecting the characteristics of the curriculum and students' learning situation,the strategies of "cooperative learning" and "active learning " should be adopted,changing the classroom interaction mode from "teacher-student interaction " to " student-student interaction ",designing clear,short and powerful inquiry learning activities,and setting a clearer division of roles for group cooperation can help students to enhance their cognitive participation in the classroom,and then improve their learning effectiveness significantly.