In study, work and life, everyone must have been exposed to papers. A thesis is an article to discuss or study some problems. So, how to write a paper? The following is a paper on the development and utilization of science curriculum resources in primary schools. Welcome to read, I hope you will like it.
abstract:
The primary task of primary school curriculum reform in China is to develop and utilize primary school science curriculum resources. Based on the development mode of primary school science curriculum resources, the cultivation of primary school science teaching resources, the selection of primary school science teaching materials, the construction of primary school science teaching classroom facilities and the thinking and practice of primary school science classroom teachers, we should establish a new curriculum reform that conforms to the characteristics of contemporary primary school students, support the process of new curriculum reform, implement the policy of education promoting social progress, and promote the development and utilization of primary school science classroom resources.
Key words:
Primary school science; Curriculum resources; Resource development; resource utilization
First, a variety of models to develop primary school science curriculum resources
The value of primary school science curriculum resources lies in the development and application of teachers. By summarizing the teaching mode around course center elements in the teaching process, we can trace it back to the development of science curriculum resources in primary schools. According to different developers, there are expert-led development mode (subject curriculum demand-expert-led development-teachers and students use resources), teacher-led development mode (course teaching demand-teacher-led development-students' consumption resources) and student-centered development mode (teaching content demand-students' subject development-students * * enjoy resources); According to the characteristics and different needs of resources, there are development models that meet the needs (students' needs-resource investigation-selection optimization-resource utilization), make up for the defects (resource investigation-diagnosis of defects-resource innovation-resource utilization) and highlight the advantages (resource investigation-refining advantages-school-based curriculum-resource utilization). The construction of these models effectively guides and guides front-line teachers to develop and utilize primary school science curriculum resources.
Second, the importance of training science teachers in primary schools
In the process of primary school science teaching, teachers who specialize in education and teaching activities are called primary school science teachers. Primary school science teacher resources are the primary conditions for implementing primary school science curriculum, and primary school science teachers are the developers, evaluators, practitioners and summaries of teaching experience of primary school science curriculum resources. In the teaching process, there are two indispensable elements in the classroom: one is the teaching material, and the other is the teacher. The primary school science teachers have the dual attributes of material resources and conditional resources. Therefore, primary school science teachers are the most important teaching resources in primary school curriculum teaching. The professional quality of primary school science teachers determines the breadth, depth and integrity of the knowledge framework that primary school students learn in the process of primary school science. A good teacher can bring students above-average comprehensive quality.
Especially primary school students are in the stage of physical and mental growth and development, so it is urgent to cultivate good knowledge reserves and study habits. Primary school teachers are not only teachers for primary school students to become talents, but also mentors to guide primary school students to take the first step in life. Therefore, teachers' comprehensive quality and personal ability are both important aspects of primary school science teacher resource training. In the process of developing primary school science teaching resources, the primary task should be to cultivate primary school science teacher resources. Primary school science teachers are the driving force of primary school science teaching, and teachers should teach students in accordance with their aptitude in the process of learning science courses. Teachers should combine their abilities, needs, experiences and learning methods to build a scientific learning model for students, so as to promote students to improve the learning effect of science courses. Through the feedback of students' learning effect, we will improve our teaching mode, strive to become researchers, promoters and builders of science teaching, and make primary school science teaching professional.
Third, the independent development and utilization of primary school science textbooks.
Primary school science textbooks are not limited to books, but refer to all the materials that primary school science teachers teach students to learn primary school science courses in class. Primary school science textbooks include: textbooks, exercises, handouts, knowledge framework, reading materials, outlines, reference books, multimedia images, etc. The primary school textbooks mentioned in this question mainly refer to textbooks. Primary school science textbooks are compiled by primary school science curriculum experts and excellent front-line teachers.
Independent development of science school-based textbooks is another new requirement for science teachers after the new curriculum reform. This requirement not only requires science teachers to have professional knowledge literacy, but also requires teachers to have superb writing and expression skills. For the development and utilization of teaching materials, we put forward the principle of "five characteristics", that is, the positioning of teaching materials conforms to the concept of running a school and reflects the development; Content selection understands students' needs and reflects adaptability; Process design gives full play to teachers' specialties and embodies subjectivity; The format is loved by students and shows interest; The use of teaching materials pays attention to hierarchical guidance and embodies functionality. Four, the effective development and utilization of primary school science laboratory resources
To implement the goal of primary school science curriculum, not only the software strength of primary school science teachers' resources is needed, but also the more important material foundation is the completion of primary school science laboratory. Primary school science laboratory is the first place to achieve the goal of primary school science curriculum, and it is an important place for primary school students to learn primary school science, build a knowledge framework and sum up practical experience. Good hardware facilities play an irreplaceable role in promoting primary school science for primary school students. Primary school students' thinking is changing from simplification to complexity, and their understanding of scientific knowledge will deepen step by step with the grade. Therefore, the construction of primary school science laboratory in primary school science teaching is the best way to help students think visually.
The construction of primary school science laboratory must follow six principles: scientific principle (referring to the division of laboratory areas and the placement of facilities according to scientific norms, and the contents of the laboratory involve a wide range of disciplines, including physics, chemistry, biology and nature. ), the principle of rigor (refers to the serious, lively and healthy atmosphere such as celebrity portraits, aphorisms and pictures of operation specifications posted in the laboratory), the principle of interest (refers to the fact that the objects, models and specimens displayed in the laboratory should be eye-catching and the students' achievements should be interesting), and the principle of interaction (refers to the way that students adopt group activities, and each group enjoys an experiment * * to facilitate the cooperation and interaction between students in the group. At the same time, teachers and students can share a larger experimental platform. Practical principles (refers to the equipment of products and the placement of tools, instruments and materials in the laboratory, which is practical, meets the needs of students' exploration, is convenient to manage and has a long opening time) and the safety principle (refers to the separation of water and electricity, the water supply and drainage system is all set around the classroom, and a safe power supply system is installed. "Three Prevention" measures and emergency disposal methods for fire prevention, gas protection and injury prevention are indispensable).
The problem of resources, especially how to combine these resources organically to form a joint force, deserves systematic study; For another example, how to build a linkage mechanism among schools, communities and society, and urge communities and society to actively provide resources to meet the needs of school science courses, so that schools can directly serve communities and society through the teaching of science courses, thus forming a benign interaction cycle among schools, communities and society, which is very worth studying; Another example is computer, multimedia, Internet and other information technologies, which are the most fashionable primary school science curriculum resources. Although they have participated in this research, it is still not enough and there is no systematic theoretical achievement, which is worth further discussion.
refer to
[1] Ministry of Education of People's Republic of China (PRC). Science (3-6 years) curriculum standards [S]. Beijing: Beijing Normal University Press, 200 1.
[2] Xia Yonggeng, Zhou Yang. Practical wisdom of the development and utilization of primary school curriculum resources [M]. Beijing: Higher Education Press, 2004.
[3] Yu Hong. Strategies for the Development and Utilization of Science Curriculum Resources in Primary Schools [J]. Teaching and Management, 2008, (3).
[4] Wu Gangping. Development and Utilization of Curriculum Resources [J]. Global Education Outlook, 200 1, (8)
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