| The "Science Curriculum Standards for Compulsory Education(2022 Edition)" highlights the characteristics of comprehensive courses,dilutes the division of four major subject areas,highlights 13 core concepts of disciplines,and proposes 4 interdisciplinary concepts based on the cultivation of students’ four core competencies.In addition,the new science curriculum suggests conducting project-based research based learning activities,emphasizing the integration of knowledge within disciplines,and emphasizing the cultivation of students’ ability to comprehensively apply knowledge from multiple disciplines to solve problems in real situations.However,the theory and teaching practice of interdisciplinary project-based teaching in primary school science courses are not yet perfect.After on-site observation of primary school science classrooms,the author found that there may be phenomena in the actual classroom teaching process,such as students not being interested in teaching content,teachers’ teaching methods being single,and students’ problem-solving abilities being insufficient.Therefore,this study relies on the primary school science curriculum,adopts an interdisciplinary approach to organize teaching content,and takes project-based learning as the practical path to explore the practical effects of interdisciplinary project-based teaching in primary school science curriculum.This study will focus on the following four aspects:firstly,to review literature related to interdisciplinary and project-based learning,providing a theoretical basis for this study;Secondly,guided by the constructivist learning theory and the theory of multiple intelligences,the basic principles of interdisciplinary project-based teaching design for primary school science courses are summarized,and an attempt is made to construct a process framework for interdisciplinary project-based teaching design for primary school science courses;Next,referring to the process framework,different interdisciplinary teaching content organization methods are selected,and three project teaching cases are designed for students of different learning stages;Then,the case of "How much milk data is known"will be used for teaching practice.Research methods such as questionnaire survey and interview will be used to collect students’ learning data,understand the feelings of science teachers participating in teaching practice,and analyze the practical effect of this case.The conclusion of this study is:firstly,interdisciplinary project-based teaching in primary school science courses can develop students’ core competencies;Secondly,the effectiveness of the interdisciplinary project-based teaching design process framework for primary school science courses was verified through the implementation of project cases,providing reference ideas for frontline primary school science teachers to carry out interdisciplinary project-based teaching.Finally,the author analyzed the shortcomings of this study and proposed suggestions for future research. |
