Study On The Design And Practice Of A Project-based Teaching The Air In Primary School Science

To cope with the new requirements of the new era for scientific and technological talents,various teaching modes have emerged,among which project-based teaching stands out with various advantages and becomes a research hotspot.Therefore,in order to find out the advantages of project-based teaching in cultivating students' scientific and technological literacy,and increase teaching practice cases,this paper will focus on two questions.One is“how to prepare project-based teaching in primary school science?”,and the other is “what will students develop in elementary science projects?”First of all,after extensive reading of the existing research on project-based teaching,the author defined the relevant concepts,expounded the theoretical basis,and analyzed some relevant elements before teaching designs,such as the principle and process of project-based teaching design,teaching content,learning situation,etc.To track the growth and transformation of students in project-based teaching,a scale of academic achievement,a scale of scientific learning attitude and three scales of students' periodic project self-evaluation were prepared.Then taking the third grade "air" unit of Teaching science edition textbook as an example,three elementary science project-based teaching cases were designed,which were Making a “Water Elevator”,Making an “Air Cannon” and Making a “Hot Air Ballroom”.Finally,the teaching designs were implemented,and the classroom teaching implementation processes were also recorded.The author collected and analyzed relevant data to answer the research questions.According to the research data,a significant difference was found in student academic performance before and after the test.The periodic self-reported scores were also improved.And they got a high score in the test of science learning attitude.Combined with interviews and student performance during the cases,it was found that the project-based teaching can help students understand science knowledge,cultivate and improve students' ability of innovation practice,cooperation and communication.Students were deeply engaged in science learners.Therefore,the author proposed the following suggestions for science project-based teaching.1.To develop project,we should base on real,challenging problem scenarios.2.Give students the space and freedom to create.3.Guide students to cooperate effectively and visualize the learning results.4.Provide opportunities for students to publish their achievements and exercise their ability of communication and reflection.5.Implement diversified evaluation methods and carry out appropriate incentives.This study added practical research cases for project-based teaching and explored the improvement and transformation of students.However,due to lack of control group,the effect of teaching implementation still needs to be further tested.In addition,in the process of research,it was found that there were some students who had no interest and little change,while the reasons behind were still unknown.