小学科学教学中使用关联技能促进学生对概念理解的策略研究 A Study of Strategies for Using Associative Skills to Promote Students' Understanding of Concepts in Science Teaching in Primary Schools
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Authors
Yang, Shuyuan
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
China
Abstract
Context: It is not difficult to find from both the curriculum standards and teaching practice that in science education, students should pay attention to the learning of basic knowledge of scientific concepts, and the importance of understanding scientific concepts is self-evident. In the process of teaching practice, it is found that it is difficult for students to understand scientific concepts, and most of them use the method of mechanical memory, which is not good and cannot be understood and applied to practice, which is contrary to the essential requirements of science education. Under this premise, I try to explore ways to change primary school students' understanding of scientific concepts, promote the formation and development of primary school students' scientific concepts, and improve the teaching effect of primary school science courses.
Aims: The purpose of science education is to enable students to develop scientific concepts in the process of understanding and application. The formation of scientific concepts should not only pay attention to the choice of teachers' teaching methods, but also pay attention to the internal laws of the formation of scientific concepts. The main focus of the research is to improve students' ability to understand concepts by appropriately applying the four aspects of the associative skills in thinking and dialogue in education and teaching, which are: associating existing knowledge, relating personal experience, exploring relevant concepts, and applying them in real life.
Methods: This study uses an action research approach. In the process of practical teaching, I found that students' understanding of concepts is relatively rigid and superficial, which seriously affects the effect of learning and inquiry, so I have carried out research on this problem in my daily teaching practice. For third grade students, the lesson "The Movement of Objects" in the first unit of the second volume of the third grade textbook of the Science and Education Edition is used as an example, which mainly shows the process and effect of learning and understanding related concepts.
Findings: In the process of education and teaching, teachers and students conduct ‘thinking dialogues’ to guide students, which has an effective role in promoting the effect of students' concept learning, and greatly improves students' ability to understand and apply concepts.
Implications: Teachers can effectively guide and promote students' learning, understanding and application of concepts through thinking dialogue with students and using appropriate associative skills in classroom teaching, which can promote the teaching effect of primary school science curriculum.
Aims: The purpose of science education is to enable students to develop scientific concepts in the process of understanding and application. The formation of scientific concepts should not only pay attention to the choice of teachers' teaching methods, but also pay attention to the internal laws of the formation of scientific concepts. The main focus of the research is to improve students' ability to understand concepts by appropriately applying the four aspects of the associative skills in thinking and dialogue in education and teaching, which are: associating existing knowledge, relating personal experience, exploring relevant concepts, and applying them in real life.
Methods: This study uses an action research approach. In the process of practical teaching, I found that students' understanding of concepts is relatively rigid and superficial, which seriously affects the effect of learning and inquiry, so I have carried out research on this problem in my daily teaching practice. For third grade students, the lesson "The Movement of Objects" in the first unit of the second volume of the third grade textbook of the Science and Education Edition is used as an example, which mainly shows the process and effect of learning and understanding related concepts.
Findings: In the process of education and teaching, teachers and students conduct ‘thinking dialogues’ to guide students, which has an effective role in promoting the effect of students' concept learning, and greatly improves students' ability to understand and apply concepts.
Implications: Teachers can effectively guide and promote students' learning, understanding and application of concepts through thinking dialogue with students and using appropriate associative skills in classroom teaching, which can promote the teaching effect of primary school science curriculum.
Description
Keywords (free text)
primary science education , conceptual understanding , associative skills , thinking dialogues , student engagement , action research