Research On The Development Status And Countermeasures Of Pupils’ Scientific Practice Ability

The primary task of developing reserve abilities in science and technology innovation is nurturing students’ scientific practical ability.Studying the scientific practical growth of elementary school children can not only give front-line instructors new ideas for reforming the classroom,but also help kids develop to the highest possible standards.In order to examine the level differences in the degree of development of elementary school students’ practical science ability as well as the development characteristics,this study compiles test papers based on literature analysis and chooses sixth grade elementary school students for investigation.The study’s methodology and substance are as follows.First,a review,summary,and analysis of the current research on science practice and the research on the growth of students’ science practice abilities in elementary schools,as well as a clarification of the meaning of students’ science practice abilities in elementary schools.This study defines elementary school students’ science practice competence as the capacity to apply scientific knowledge concepts and to employ scientific procedures,methods,and tools to solve scientific issues.This definition is based on research literature.Secondly,in order to design an assessment tool for primary school students’ science practice competencies,the researcher builds a structural framework of students’ science practice competencies based on the connotation and extension of the fundamental concept.And the measurement tool was modified by the use of an empirical study’s test in order to reach a greater level of reliability,validity,and difficulty.In Z Province,600 elementary school pupils were chosen for the study,and594 legitimate test papers were acquired.Thirdly,the following conclusions were reached through analysis and generalization based on interviews with certain science professors and observation of some students’ classroom performance.(1)In general,primary school students’ practical science skills are at an intermediate level.(2)Students of various genders did not perform significantly differently on the overall test,on the dimensions of science practice ability,or on the levels of science practice ability.(3)There were various developmental disparities among students from different locations in the total test scores,the scores for each component of science practice ability,and the levels of science practice ability.(4)Students from various family educational and social educational backgrounds showed different developmental disparities in their overall test scores,their scores for each component of science practice ability,and their levels of science practice ability.Finally,standing in the perspective of elementary school subject teaching,combining test data,classroom observation records and teacher interviews,we analyze the problems and propose countermeasures for cultivation.First,from the perspective of school education,we should change the narrow concept of education,create an excellent school culture,and develop rich teaching resources.Secondly,from the perspective of family education,parents should give children an independent space for practical activities,build a harmonious living environment,and create a positive interaction between home and school cooperation.Finally,from the perspective of social education,it is recommended to enhance the support of social forces,integrate and optimize social education resources,and promote the integration of library-school cooperation.