Research On Primary School Science Textbooks And TheirUse

The exploration of science curriculum in primary schools in China has twists and turns.With the continuous reform of the curriculum,in 2001,science textbooks in primary schools in China embarked on the development path of "one syllabus and multiple textbooks".In 2017,the Science Curriculum Standards for Primary Schools in Compulsory Education(hereinafter referred to as the "Standards")was revised,and the textbooks were revised in various regions according to the curriculum standards.At present,there are more than ten versions of science textbooks in use,and the comparative study of different versions of textbooks is also receiving more and more attention from scholars.The standard divides primary school science into four major fields:"material science","life science","earth and universe",and "technology and engineering".This paper mainly selects the field of "material science",compares and analyzes the currently used primary school science textbooks of the Jiangsu Education Edition,the Education Science Edition,the Elephant Edition and the Guangdong Education Edition,and interviews the front-line teachers who use the textbooks,in order to find out the difficulties that teachers encounter in the use of the textbooks,And give corresponding suggestions.This paper first uses the text method,analysis and comparison method,taking the field of "material science" as an example,and makes a comparative analysis of the four versions of the textbook from five dimensions:the structure of the textbook,the selection of the content of the textbook,the organization of the content of the textbook,the presentation of the content of the textbook and the design of learning activities.The structure system of textbooks includes version structure,unit structure and text structure,from macro,medium to micro research;The selection of the content of the textbook includes the selection dimension of the content material,the analysis of the breadth,depth and difficulty of the content of the textbook;The presentation of teaching material content is analyzed from two dimensions:vertical organization and horizontal organization;The presentation of teaching material content includes language expression,concept presentation and icon type;The design of learning activities includes the design of scientific inquiry activities,scientific reading and writing,testing and homework,etc.In the process of analysis and comparison,some units and texts of different grades are used as examples to describe and explain,and some textbooks of six grades are used for statistical analysis.Combine quantitative research with qualitative research in order to summarize the rules.Through comparative analysis,we can draw the following conclusions:there are no obvious differences in the version structure of the four editions of textbooks,and there are slight differences in the column settings,but they all pay attention to students’subjectivity and knowledge expansion;In the selection of teaching material,the basic content is the most,the empirical content is the second,the contemporary content is the least,and the teaching material is the same in breadth,depth and difficulty;In terms of content organization,based on the logic of the discipline itself and taking into account the psychological order of the second student,most of the knowledge is mainly spiral,while some of the knowledge is arranged in a linear manner,and interdisciplinary learning is emphasized;In terms of content presentation,the use of sentence patterns and the presentation of charts are relatively rich.Except for the second person perspective,the other three versions have been described from the first person perspective.In terms of the presentation of concepts,the textbook of Jiangsu Education and Elephant Edition pay more attention to the presentation of concepts;The four editions of teaching materials all focus on the arrangement of inquiry activities,but do not pay attention to the design of homework,so as to put forward suggestions for optimization.Each of the four sets of textbooks has its own unique advantages.Based on a systematic comparison,targeted suggestions for improvement are proposed:the Jiangsu Education Press textbooks should change their narrative perspective,pay attention to the breadth and depth of knowledge,and increase the difficulty of the textbooks;The Education and Science Edition textbooks focus on scientific production and add scientific reading sections;Elephant version textbook illustrations are set up in a realistic way and colorful assignments are set up;The Guangdong Education Press textbooks have rich column settings and focus on concept presentation.Secondly,the interview method was used to interview the front-line teachers who are using primary school science textbooks.It was found that teachers generally rely on textbooks,ignore inquiry activities,fail to make full use of teaching resources,lack of training and other problems,and put forward suggestions:innovate education concepts,innovate the use of textbooks;Strengthen the research of teaching methods and integrate activities into science;Change the educational idea,excavate the teaching material resources;Develop science education and strengthen teacher training.