What should be written in the opening report of primary school science projects? Let's take a look at the model essay on the opening report of primary school science projects with me ~

First, the basis of this topic.

Research background: As a scientific learning method advocated by the new curriculum reform, research-based learning is taking root in school education and teaching activities. Research on inquiry learning has sprung up like mushrooms after rain. At present, the "inquiry" curriculum in primary schools in China has developed rapidly, but there are few mature theoretical systems and systematic practical experiences in implementing inquiry learning in classroom teaching. In view of the above situation, it is of great practical significance to strengthen the practice and research of inquiry learning in primary school classroom teaching.

Theoretical significance: Suhomlinski said that there is a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer. This demand is especially strong in children's spiritual world. The process of science learning in primary schools is full of exploratory and challenging activities such as observation, experiment, simulation and reasoning. The introduction of "inquiry learning" into science teaching in primary schools is to pay attention to the occurrence and development of knowledge, completely change the teaching methods of giving examples, demonstrating and explaining, and the way of students passively accepting "learning", and carry out teaching activities in the way of scientific research, so that students can find problems by themselves and actively acquire knowledge with the organization, guidance and cooperation of teachers. This can minimize the teaching of teachers; Maximize the needs of students' independent development; Maximize students' learning in "activities", develop in "initiative", increase knowledge in "cooperation" and innovate in "inquiry", fully embody the autonomy of primary school students' learning, and make classroom teaching glow with vitality.

Application value: At present, there are many theoretical researches on "inquiry learning", but few of them really turn these theories into practical teaching. Almost all the research time is outside the classroom, but there is little practice and research in science classroom teaching, especially in primary school science classroom teaching. Therefore, we put forward the topic of "Research on Teaching Strategies of Inquiry Learning in Primary Schools". It is expected that through this topic, the model and framework of "inquiry learning" in primary school science classroom teaching and the strategies used in the teaching process will be initially formed, making it feasible and operable. The re-creation of science can make primary school science meet the needs of human learning, get rid of abstract, rigorous and boring forms, reproduce the basic process of science in an open classroom teaching form, and reproduce the inextricable relationship between science and nature and human society. Efforts should be made to explore and build a new classroom teaching model-"Learning to Explore", which focuses on primary school students' autonomous learning and practical inquiry, classroom interaction and happy and harmonious group life, makes primary school students become the main body of activities and the masters of the classroom, takes the development of primary school students as the foundation and promotes their development as the guidance, and enables primary school students to master the ability of unlimited growth of knowledge in the limited learning process.

Comments on the status quo of similar research inside and outside the province: At present, researchers inside and outside the province have done some research on inquiry learning in primary school science teaching, and achieved some preliminary results. However, the implementation of inquiry learning in primary school science is still relatively lacking. Pupils' inquiry ability is poor, and they lack real contact with life. Pupils have not really learned to explore themselves and explore themselves, and some forms are still the previous teaching mode. Many researchers still lack the research on the problem-solving ability of primary school students, and the way of applying it to classroom practice is not novel enough, and there is no student-oriented. Through the above analysis, it is necessary to study inquiry learning in classroom teaching.

Second, the conditions of this study.

Carrying out this research has the following advantages:

Background: The new curriculum concept has been transformed into teachers' educational concept and entered classroom teaching, which has brought great vitality to classroom teaching. Teachers and students have grown together with the new curriculum and achieved remarkable results. In particular, the new curriculum advocates the learning mode of independent cooperation and inquiry, which creates a good internal and external environment for further popularizing inquiry learning and conducting in-depth research on it.

Personnel: Our school set up a project team. The project team members have many years of experience in scientific research and experimental management. At the same time, our school has a good tradition of education and scientific research. School leaders strongly support scientific research and are willing to invest manpower and material resources in education and scientific research, which provides sufficient material guarantee for the smooth implementation of this research.

The basis of research work:

(1) has been trying to do related research for one year;

(2) Collect and study relevant theoretical data and advanced experience at home and abroad;

(3) Through the summary of the previous trial teaching, I have some preliminary understanding and new ideas on the application of inquiry learning in the classroom teaching of science in primary schools.

Third, the theoretical basis of this study:

1, the basic idea of science curriculum reform

(1) Effective scientific learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways of scientific learning.

(2) Teachers should stimulate students' enthusiasm for learning science, provide students with opportunities to fully engage in scientific activities, and help them truly understand and master basic scientific knowledge and skills, scientific ideas and methods in the process of independent exploration and cooperation, so as to gain rich experience in scientific activities.

2. Constructivism learning theory

Students' learning is not indoctrination from the outside, but growth from the inside out.

3. Meaningful learning theory

Meaningful learning is to link new knowledge with original knowledge and bring new knowledge into learners' original cognitive structure.

Fourthly, the problems that need to be solved in this study.

Members of the research group need to strengthen theoretical study, improve their theoretical literacy and enhance their ability to guide and implement experiments. Always read and learn from successful theories, experiences and cases in various educational publications to improve classroom practice ability. Please come in and go out, learn from the successful experience and practices of famous schools, and add vitality and vitality to our experiment. Further strengthen the literature research, accurately locate our research direction, and ensure that the research has a high theoretical level and practical value.

Verb (abbreviation of verb) The goal and content of this study.

1, the research goal of this topic is: based on the basic concept of the new curriculum reform and the constructivist learning theory, aiming at cultivating the students' inquiry learning ability and constructing the theoretical system of classroom inquiry learning, taking experimental research as the main method, exploring the operation strategy of inquiry learning mode, innovating the thinking strategy of inquiry learning, accumulating successful teaching cases, and enriching and perfecting the theory of inquiry learning through experimental research.

2. The contents of this study are:

(1) Research on the Characteristics of Inquiry Learning and Teaching Mode

(2) Research on the organizational form of inquiry learning teaching.

(3) Research on the general law of the development of primary school students' inquiry ability.

(4) Research on the thinking strategy of inquiry learning.

(5) The accumulation and research of successful cases of inquiry learning.

Sixth, the preparation of this topic.

From March 20 1 1 year to September 20 1 1 year, we set up a research group, consulted relevant literature, fully demonstrated the project, declared the project and obtained the project. At the same time, the members of the research group are trained in experimental technology, theory and subject teaching concept. We have made full preparations for the experimental work.

Seven, the research methods of this topic.

Pre-test and post-test are carried out on the experimental class and the control class. The experimental class is treated by experiment, while the control class is not treated by experiment, so as to overcome the interference of irrelevant factors in the experiment and obtain real and reliable experimental data. Finally, through pre-test, post-test, mid-term test and final test, the experimental effects of the experimental class and the control class are compared.

Eight, the progress plan of this study.

(1) initial stage: (2011.3 —— 2011.7)

1. Learn theory, carry out investigation and study, analyze and compare problems, study countermeasures and determine research topics;

2. Determine the project leader and team members, and do a good job in project declaration.

(2) Experimental research stage: (2011.9 —— 2013.7)

1. Carry out the project in an all-round way according to the designed project plan, and do a good job in opening arguments;

2. Guide the in-depth study of the discipline with the theory-oriented strategy to ensure the development of the discipline;

3. We should seize the opportunity of practice class, open class and seminar class, and find the achievements and problems in the research. Promote good results in time, take timely measures to remedy problems and adjust plans;

4. The research group should conduct in-depth investigation, use case analysis and other methods, sum up experience in time, write papers, investigation reports, etc. And accumulate results;

5. The research group published a research album focusing on papers and teaching plans around the topic;

6. Conduct a project demonstration every semester;

7. On the basis of strengthening the normal research, sort out the cases and sample sets of primary school students' inquiry learning.

(3) Experimental summary stage (2065 438+03-2065 438+03+02)

Sorting, classifying and analyzing experimental data, summarizing research effects, and writing work reports and research reports; Collect and sort out the excellent teaching plans, papers, typical teaching designs and classroom records studied by the research group; Make all preparations for the conclusion and apply for the conclusion.

IX. Expected research results

Students: Students' thinking ability and scientific inquiry ability have been improved.

Teachers: Teachers' own professional ability and exploration level have been developed.

School: a school with scientific inquiry atmosphere and characteristics has been formed, and the school itself has been developed.

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