Research On "Problem Design" In Science Inquiry Teaching In Primary Schools

The elementary school science teaching reform centered on the comprehensive formation of students' scientific literacy,striving to cultivate students' inquiry skills and innovative spirit.As an important teaching mode to cultivate students' scientific spirit and improve students' inquiry ability,inquiry-based teaching has been widely used in elementary school science classroom teaching.Inquiry-based teaching starts with problems.It is very important to carry out inquiry-based teaching by taking the problem as the core and doing a good job of "problem design".However,the relevant practical experience summaries and theoretical research of "problem design" in the current elementary science inquiry-based teaching are not sufficient,which affects the implementation effect of the inquiry-based teaching.The purpose of this research is to investigate the deficiencies and reasons of "problem design" in elementary science teachers' inquiry-based teaching and put forward targeted problem design strategies to guide the practice of elementary science classroom teaching.This research focuses on the following three questions: What is the status quo of "question design" in elementary science inquiry-based teaching? What are the deficiencies and reasons of the "problem design" in elementary science inquiry-based teaching? How to construct an effective strategy of "problem design" in elementary science inquiry-based teaching?This research mainly uses questionnaire surveys,case analysis and interviews to study the status quo of the "problem design" of elementary science inquiry teaching in a quantitative and qualitative way.Combining the results of questionnaire surveys and teacher interviews,it analyzes the existing problems and their causes in the "problem design" in the current elementary science teacher's inquiry teaching.Analyze excellent teaching design cases and find out their commonalities in problem design,and provide inspiration for constructing effective problem design strategies.Through investigation,it is found that there are the following problems in the current inquiry-based teaching "problem design" : single source of problem materials,lack of thinking in problem design,lack of hierarchy in problem design,lack of purpose in problem design and lack of reflection in problem design.The main reason is that teachers lack a correct understanding of problem design,insufficient teacher problem design ability and teacher problem design evaluation system to be improved.In order to improve the quality of "problem design" in elementary science teachers' inquiry-based teaching,the following strategies are proposed: Firstly,change concepts and strengthen the awareness of problem design.Teachers should fully realize the value of problem design to inquiry-based teaching and strengthen the inquiry-based teaching."Problem design" related theory learning.Secondly,to master methods and improve the ability of problem design,teachers should analyze the academic situation,clarify the basis of problem design,broaden channels,enrich the source of problem materials and follow the integrity,hierarchy,enlightenment,scientific and contextual nature of problem design equal principle.Finally,to improve the evaluation and form the help of problem design,not only to realize the diversification of evaluation subjects,but also to focus on the diversification of evaluation standards.