Unit Teaching Design And Implementation Of Primary School Science Based On Brain Science

2022 new curriculum standard are goal-,problem-and innovation-oriented.The curriculum concept is student-centred,emphasises the progression of core concepts and knowledge,focuses on motivating students to learn,emphasises practical investigation,and emphasises the integration of "teaching-learning-assessment" in the assessment methods.The new curriculum points out that the science curriculum is a comprehensive basic course that reflects the essence of science and is practical in nature.Based on the definition and requirements of the new curriculum,and based on the disciplinary characteristics of science,the following summary of the curriculum implementation process is available: the content of the curriculum focuses on thirteen core concepts of the subject,and each unit is organised in the form of a theme.The science curriculum at primary level should be based on cultivating students’ curiosity in science for the learning of scientific knowledge and skills,so its teaching design should be in line with the cognitive rules of brain science for primary school students,stimulating their curiosity and pleasure in science,attracting their active thinking,hands-on participation,cooperation and communication,promoting their initiative and self-consciousness in learning science and solving scientific problems,and ultimately achieving the enhancement of scientific literacy skills.Based on the above background,the author clarified the research ideas.The unit design is guided by the cognitive theory of brain science.Firstly,the elements of the unit design are clarified,the process of the unit design is summarised and a flow chart of the unit design is created.Secondly,I applied modern brain science theories on cognition to the unit design.The elements of the unit design were determined with the guidance of brain science theories,and the framework of the unit design based on brain science was constructed,which was combined with the current developmental situation of primary school students to build a unit design process of primary school science based on brain science.This enables the design to be more in line with the cognitive characteristics of primary school students and the classroom efficiency to be effectively improved.This thesis is divided into six chapters.The first chapter is the introductory section,which mainly includes the background of the chosen topic,the purpose and significance of the chosen topic,the research questions and objectives and the research methodology.Chapter 2 is the literature review section,which mainly defines the concepts of brain science and unit teaching design,reviews the current status of domestic and international research and the theoretical basis of this thesis.Chapter 3 is the theoretical construction and model framework of brain sciencebased primary school science unit instructional design,combining the theories of learning brain mechanism and unit instructional design to construct a framework of brain science-based unit instructional design and combine it with the primary school science curriculum to form a brain science-based primary school science unit instructional design process.In order to understand the current teaching situation in primary school science classrooms,the author conducted a questionnaire study.Chapter 4 is an introduction to the questionnaire and an analysis and summary of the survey results,which provide a realistic basis for the teaching implementation in Chapter 5.Chapter 5 is a case study of the implementation of a primary school science unit based on brain science.The author chose the unit "Position and Velocity" in the first book of the Qingdao edition of Grade 4 to teach.Chapter 6 presents the conclusions,shortcomings and outlook of the study.This thesis adopts a combination of theoretical and empirical research methods to construct a framework for a unit instructional design based on brain science and to practice it in primary school science classrooms.The following findings were obtained through the design and practice of one unit: the implementation of the unit design based on brain science was effective,and students were active and motivated to learn science;the unit design strategies based on brain science were as follows:(1)The unit objectives were formulated according to the current brain development patterns and cognitive levels of students.(2)Creating teaching contexts and developing learning tasks based on students’ emotional characteristics and the role of positive emotions.(3)Teachers set up practical inquiry activities in a rational way,using multiple senses to promote cognitive development.(4)A well-designed teaching environment,a positive teaching atmosphere and a harmonious teacher-student relationship contribute to the formation of neural connections in the brain.