| With the development of The Times,science and technology education has been paid more and more attention at home and abroad.The new era emphasizes the development of students’ comprehensive abilities such as learning ability,practical ability and innovation ability.Project-based learning conforms to the requirements of The Times and has certain advantages in cultivating students’ ability and improving students’ accomplishment.During my postgraduate study,I participated in the "Xinghua Innovative Practice Teacher Class" organized by Professor Luo Xingkai of Guangxi Normal University,and conducted innovative practice teaching in Zhengzhou Z Middle School for one semester as a volunteer of innovative practice.This study uses action research method to combine 5E teaching mode with project-based learning and applies it to the implementation of science and technology innovation courses in junior middle schools.Questionnaire survey method is used as an auxiliary method to analyze the teaching implementation.First of all,before the teaching of the project,we designed two questionnaires for investigation,one for junior middle school students’ science and technology activities,to understand the status quo of students’ participation in science and technology activities;The other is the cited Williams Creative tendency scale,which is used to test students’ creative tendency.SPSS is used to analyze its reliability and validity,and it is distributed under the premise of good reliability and validity to obtain the pre-test data.Then,on the basis of the xinghua Science and Technology project content,we designed three project-based learning activities based on the 5E teaching mode,which were wire gyro,trebuchet far and magical floating and floating project activities,and carried out the teaching implementation in six classes of grade 7 in Zhengzhou Z Middle School for more than four months.Finally,at the end of the teaching implementation,the students were given the Williams creativity tendency scale again,and the post-test data were obtained and compared with the pre-test results.In the evaluation part,students’ self-evaluation,teacher evaluation and other methods were adopted to observe the growth of students during project learning.After each project,students were given self-evaluation forms of project activities and courses to obtain their feedback.The main conclusions of this study are as follows: the adoption of project-based learning and the incorporation of 5E teaching mode in junior middle school science and technology innovation curriculum can enhance students’ learning interest and creativity.First,students’ interest in learning has increased significantly.Before the implementation of the project,only more than 70% of students are interested in science and innovation learning,and about 70% of students have not participated in science and technology activities;After a semester of project learning,students’ interest in science and innovation learning rose to more than 80%,and students willing to cooperate and communicate with team members also rose to more than 80%.Second,students’ creative tendency has been enhanced.Based on the comparison of the before-and-after tests,it can be seen that the overall average creativity level of students has increased by 3.28 points,the pass rate has increased by 1.99%,and the good rate has increased by 0.99%,indicating that the overall creativity level of students has been improved. |
