Investigation And Development Of Project-based Science Teaching In Primary School

The development of society is driven by innovative talents,and the key to the cultivation of innovative talents lies in the education in childhood.Mandatory inquiry and practice activities for students in The Compulsory Science Curriculum Standards(2022 Edition)help to stimulate students’ intrinsic motivation to learn and develop a sense of innovation and practical skills.Project-based teaching including solving problems,acquiring knowledge and improving abilities in real situations,has developed and grown in order to meet the social development requirements of education for cultivating innovative talents.Careful reading the related literature finds that the research on project-based teaching at the basic education stage mainly focuses on high school education while the theoretical and practical research at the elementary science stage was less.Therefore,based on the study of the literature,questionnaire survey and statistical analysis method are adopted to investigate and analyze the application status of project-based teaching in primary school science.Firstly,the application status of project-based teaching in primary school science curriculum was investigated by taking primary school science teachers in Xingtai City as survey objects.SPSS 20.0 software and Excel were used to process the results of teacher version questionnaire,and descriptive statistical analysis was made on the understanding,implementation and evaluation of project-based teaching.Secondly,in order to investigate the current interest of fourth grade students in project-based teaching,the student version of the questionnaire in the form of Likert scale was distributed to fourth grade students,and the results were analyzed by using SPSS 20.0 software and Excel for descriptive statistics and analysis of differences.The analysis of the data from the teacher and student versions of the questionnaire led to the following conclusions:(1)teachers are more familiar with the project-based teaching implementation process and could use it proficiently;teachers focus more on process evaluation of students;(2)there was uneven development within the group of fourth graders in terms of their level of interest in project-based teaching;and there were significant differences in the choice of questions regarding the level of enjoyment of the science curriculum and the motivation to answer questions among fourth graders of different genders.Combining the findings of the teacher and student versions of the questionnaire,selected the unit “Electrical Circuits” from the fourth grade science textbook,which is closely related to students’ lives and suitable for project-based teaching,for analysis.The work,project-based teaching design of the integrated unit,is divided into five parts: constructing integration units,establishing project themes,developing teaching objectives,designing lesson activities and developing instructional designs.Through the analysis of the three editions of the unit,we found that although the three editions of the unit were different in terms of lesson time and writing style,they all emphasized the development of students’ core literacy and the connection with real life.In order to better carry out project-based teaching,finally took the Educational Edition version of the “Circuits” unit as the basis,and combined a new integrated unit with the Hebei version of the “Electricity” unit and the Su Education version of the “Simple Circuits” unit,the project-based teaching design of the integrated unit theme is “Simulating the installation of classroom lighting circuits”,including “Light up a small light bulb” “Distinguish between conductors and insulators” “Decipher the hidden box of circuits” “distinguish series-parallel circuits” and provide strong data support and case reference for the application of project-based teaching in elementary school science curriculum.Based on the results of the teacher and student questionnaires,the following suggestions are made for teachers and students: strengthen the training of teachers on project-based teaching,including theoretical and practical aspects,such as conducting regular training seminars on project-based teaching and organizing project-based teaching competitions;strengthen the cultivation of students’ inquiry and practical skills and awareness of active knowledge acquisition,such as increasing the frequency of lectures using project-based teaching and creating a good learning atmosphere.