Research On The Utilization Of Teaching Resources By Teachers In High Quality Science Classes In Primary School

Teaching resources are the basic elements of teachers’ classroom teaching,as well as the premise and conditions to ensure the smooth progress of classroom teaching.Under the background of the continuous development of curriculum and teaching reform,the research on the utilization of teaching resources by teachers in the classroom will help teachers better understand the current situation of the utilization of teaching resources by primary school science teachers,and also enlighten teachers on how to effectively use teaching resources,create a good scientific inquiry environment for students,and cultivate students’ scientific thinking quality and inquiry spirit.At present,the research on teaching resources has been very rich,and the understanding of teaching resources is a process of continuous deepening and development.By analyzing the existing research,we can find that the connotation and extension of teaching resources are constantly enriched,and there are also different orientations in the classification research of teaching resources.However,there are relatively few classification perspectives that really pay attention to the practical application of classroom teaching,and most of the classification studies focus on technical norms.Technical specifications are very necessary for resource sharing.However,if we only study teaching resources from the perspective of technology,we will relatively ignore the application of teaching resources in actual classroom teaching.This research will stands at the level of teaching research and focuses on the current science classroom teaching in primary schools.Starting from many dimensions,this paper tries to make a comprehensive analysis of 26 high quality lesson examples of "floating and sinking" from two aspects: which teaching resources are used by teachers and the characteristics of teachers’ utilization of teaching resources,to study the status of teachers’ utilization of teaching resources in current classroom teaching.First,the literature method is used to understand the classification of teaching resources,and Choose the analysis framework that suits this research.After the analysis framework is determined,26 high quality science lessons are viewed and analyzed according to the analysis framework,and the teaching resources obtained from thelessons are coded to obtain the research data.At the same time,in order to further ensure the comprehensiveness of the research data,the questionnaire survey and interview with teachers will be supplemented.Through the research,it is found that the current situation of teachers’ utilization of teaching resources in the classroom is concentrated as follows: Teachers’ utilization of teaching resources in the classroom is relatively rich and diversified;Teachers’ utilization of multimedia and courseware is normalized.However,teachers use teaching resources in a relatively single way;There is an imbalance between the supply of teaching resources and the actual demand of teachers.Based on the problems in teachers’ utilization of teaching resources,the following enlightenment is drawn.In concept,teachers should consciously deepen and expand their cognition of the connotation and function of teaching resources.Schools should provide opportunities and conditions for teachers to learn educational technology knowledge.In terms of supply and demand,the design and development of teaching resources should satisfy the actual teaching needs of teachers and provide teachers with opportunities to participate in the design and development of teaching resources.