Research On Application Of Project-based Learning In Primary Science Teaching

In primary schools,science is a comprehensive basic subject that needs practice.Students can experience the process of scientific inquiry in learning,understand natural phenomena and solve simple practical problems in scientific experiments.Primary school science classroom mainly carries out classroom activities by experiment,so experiment is an indispensable teaching process in science education.Life is all contact with the continuous development of modern science and technology,science,science curriculum teaching methods are faced with new challenges,especially in compulsory education stage,how to mobilize the child in the experimental activities of the initiative,improve the beginning ability,cultivate core literacy has become most of the students,the teacher constantly think and explore problems.And project learning teaching concept is realized Chinese students is an effective means of developing core literacy,the teaching method that teachers should centered on real problems,to design a series of experiences and inquiry activity,students have to comprehensive use of various knowledge and skills to solve problems,to solve the problem students,after the final report to display,communication,This process is accompanied by evaluation and reflection.,therefore,the author on the basis of fully understanding project learning,combined with the current teaching problems in the scientific experiment,reasonable use project type to learn the characteristics of integration,looking for project learning in science teaching using the method,in order to achieve better teaching effect,which can provide reference to the primary school science curriculum teaching advice.This topic takes the third grade students in Guiyang No.4 Experimental Primary School as the research object,and deeply analyzes the current situation of science teaching and learning of students in our school through questionnaire survey.According to the actual situation,the project-based learning teaching method is selected and the science teaching strategy based on science core literacy is proposed.At the same time,drawing lessons from Piaget’s constructivism theory,generative cognition theory and other relevant theories,combined with the requirements of the new curriculum and the characteristics of primary science,making full use of the advantages of project-based learning,according to the design of specific cases of primary science curriculum,to provide more abundant teaching cases for primary science front-line teaching.According to the teaching strategy and the implementation of teaching experiment,the fourth in guiyang experimental primary school is grade three class 1 and class 3 is that in comparative classes,class 2,grade 3 and 4 as the experimental class,class will be the result before the implementation of teaching strategy in questionnaire after the implementation of teaching strategies and project type test scores were analyzed,used to determine the effect of the project learning teaching strategy.The main results are as follows:1.The results of the questionnaire show that most students are full of enthusiasm and expectation for learning science class,which is the basis of research on project-based learning teaching strategy,but students’ learning state and performance in class still need guidance from teachers.Students who have experienced project-based learning enjoy this kind of teaching method,which can improve their interest in learning science,enable students to study independently and develop their scientific literacy.This provides some reference for making teaching strategies of project-based learning.2.Combining with the requirements of the new curriculum standard and sorting out the relevant theories of project-based learning,the author provides the Second Unit,The Life of Animals,volume II of Grade 3 of Education Edition as a teaching case.In teaching,the most important role of teachers is to guide students to ensure the smooth progress of student projects,while students communicate with each other in groups according to the problems encountered in the implementation of projects and find ways to solve the problems themselves.This teaching process is used to carry out project-based learning.3.After experimental teaching,the effect of teaching experiment is judged from the analysis of questionnaire interview and the significant difference between experimental class and control class.The results are as follows:The questionnaire shows that project-based learning can stimulate students’ interest and maintain students’ curiosity.Most students can accept such teaching method and enjoy such learning method.In the interview,teachers hold a positive attitude that project-based learning can cultivate students’ autonomous learning ability.What’s more,most parents now believe that children need all-round development and study is not just for grades.It can be seen that project-based learning not only enables students to master knowledge,but also promotes students’ ability of independent inquiry.To promote the development of students’ scientific literacyIn teaching practice,the third grade exam last term as a pretest,that in comparative classes(class 1 and class 3)and experimental classes(class 2,class 4)there is no significant difference between grades,project learning,after the experimental classes and that in comparative classes on the posttest scores have significant differences,prove that project learning teaching method is effective.After teaching practice,the following conclusions are drawn :(1)the teaching strategy of project-based learning requires teachers to change their teaching concepts and adopt various means to stimulate students’ initiative in learning.(2)Project-based learning plays a role in students’ construction of scientific knowledge system,improvement of scientific inquiry ability and establishment of a good scientific attitude,and can evaluate students from various aspects.(3)The teaching of project-based learning is divided into the following stages:(1)Determine the project: teachers provide the background of the project,and students understand the project;(2)Plan making: the teacher for the analysis of the learning situation,the teacher in the plan to provide methods,students can be grouped to make project plans;(3)Activity exploration: teachers have a clear position in this process,guide or assist students to solve problems,students will be around the group plan to carry out independent cooperative exploration to complete the project;(4)Production of project results: teachers continue to assist students as facilitators,students think about the form of the work and cooperate to complete it;(5)Achievement exchange: teachers organize students to communicate,and students report group achievements and experience;(6)Activity evaluation: teachers should evaluate the performance of students at each stage.In addition,students should also conduct self-evaluation,in-group evaluation and inter-group evaluation for each stage.