Research On Instructional Context Design In Science Classroom Of Higher Grades Of Elementary School

Constructivist view of knowledge regards knowledge as a tool to interact with the objective world,which must be used to understand and develop.In other words,knowledge can not be truly accepted by learners without the scene of its generation and application,which requires the creation of high-quality teaching situation in the actual classroom.At present,the research on the creation of primary school science classroom teaching situation has been very rich,and most of them focus on the existing problems and coping strategies based on experience,while the research on the implementation status of teaching situation creation is less,which makes the problems and strategies gradually converge.The solution to the above problems just can not stay in the theoretical deduction,which requires the help of case analysis and empirical research to clarify the status quo.Therefore,this study focuses on the current situation of primary school science classroom teaching situation creation,from multiple dimensions,trying to describe and analyze the current situation of primary school science classroom teaching situation creation from two aspects of explicit characteristics and connotation characteristics.In order to clarify the current situation,firstly,combined with the existing research,based on social constructivism and situational learning theory,this paper attempts to construct an analytical framework from the concept,structure and function,explicit elements and connotative elements of classroom teaching situation,so as to provide reference for the analysis of classroom teaching cases.After determining the analysis dimension,in order to clarify the current situation of primary school science classroom teaching situation creation,we need to turn to the real classroom.Therefore,this study mainly obtains data by analyzing primary school science classroom cases.At the same time,in order to better reveal the information implied in the data,it will be supplemented by interviews with teachers.All kinds of qualitative data obtained from the case will be coded based on grounded theory.Then,based on the data obtained,the characteristics of the explicit and connotative aspects of classroom teaching situation creation are summarized,and the practical enlightenment is put forward.This paper is divided into four parts.In the first part,it introduces the research background,research content and the relevant research on the thought and practice of situation creation,and puts forward the main research problems and research purposes of this study.The second part elaborates the theoretical basis and analysis framework.Finally,according to the logic from surface to essence,from single dimension to multi dimension,from structure to function,the analysis dimensions and elements are determined.In the aspect of explicit form,it analyzes from two dimensions of classroom performance and teaching design.The dimension of classroom performance includes two elements: situation representation and students’ activities,while the dimension of instructional design includes two elements: teaching objectives and problem space.In fact,it is divided into two types of situations: introduction situation,inquiry situation and application situation according to different teaching purposes;According to whether there is problem space,it can be divided into problem situation and non-problem situation.In terms of connotation characteristics,this study will use "problem space" to restore the essence of classroom teaching situation.Specifically,it analyzes the problem space from three elements:problem attribute,cognitive activity,resource and tool.The third part introduces the research methods and process.The research methods used in this study include case analysis,interview and coding method based on grounded theory.The research process can be divided into data acquisition and data analysis.In data analysis,firstly,the basic analysis unit is determined according to the research purpose and problems,and then the coding and analysis work is carried out combined with the analysis framework.The fourth part,through the analysis of the data obtained,draws the following research conclusions: the creation of teaching situation is relatively rich in classroom manifestations;Teachers agree with the significance of creating teaching situation,but they don’t have enough understanding of its connotation;The effect of classroom teaching situation on students’ learning support is poor;The creation of classroom teaching situation is tangible but less practical.Based on the above conclusions,the practical enlightenment is given: teachers should correctly understand the current situation of classroom teaching situation;Teachers should pay attention to students’ cognitive experience in teaching situation;Teaching researchers should provide teachers with classroom teaching situation creation resources;Teaching researchers should provide high-quality classroom teaching situation creation strategies for teachers.