Research On The Teaching Of Social Science Topics In Primary Schools Aiming At The Cultivation Of Informal Reasoning Ability

The rapid development of contemporary science and technology has triggered a series of controversial social issues,such as the global warming effect and the safety of the new crown vaccine.There are differences in viewpoints and positions.Such problems are academically called "Socio-Scientific Issues"(SSI),and teaching based on social science issue scenarios is called "social science issue teaching".Namely SSI teaching.Informal reasoning is a high-level cognitive activity.The negotiation and resolution of social scientific issues are usually conducted through informal reasoning,requiring citizens to have the ability to make claims,construct reasons,and associate opposing positions and refutations.The "Science Curriculum Standards for Primary Schools" clearly states that the development of students’ scientific literacy requires students to have the ability to deal with practical problems and participate in public affairs.SSI teaching provides a platform for students to participate in the discussion and negotiation of social issues,and good informal reasoning ability includes It helps students to make scientific and reasonable decisions on practical problems in life.It can be seen that the teaching of social science topics for the cultivation of informal reasoning ability is of great significance to the future development of students.Based on the current SSI teaching research,this research is a preliminary exploration and attempt on the cultivation of primary school students’ informal reasoning ability.In terms of content,teaching objectives,teaching strategies,teaching processes,etc.,a teaching model of primary school social science topics aimed at cultivating informal reasoning ability was constructed,and then a specific case design was carried out on the topic of "Garbage Disposal" according to the model.It was implemented in the science classes of Class 5(3)and Class 5(4)of Fuzhou Q Primary School for two weeks,with a total of three class hours.Finally,this study evaluates and analyzes the effect of this teaching practice through scientific writing list,classroom observation,and teacher-student interviews.It is found that through SSI learning,students’ informal reasoning ability has been well developed,the reasoning mode has become more diverse,and the reasoning level has also improved.got a boost.At the same time,it is found that SSI teaching can stimulate students’ interest in scientific learning and enhance their awareness of environmental protection and social responsibility.In order to better optimize the teaching effect,the author puts forward the following improvement suggestions for this teaching: comprehensively integrate teaching resources according to topics,and systematically design the presentation method of materials;Improve teachers’ own informal reasoning and classroom control ability;Combine students’ experience,systematic design Informal reasoning tasks are arranged in and out of class;Actively explore the evaluation methods of informal reasoning ability,and implement targeted guidance and feedback.