What is the standard of science curriculum in primary schools?

First of all, the nature of the course

Primary school science curriculum is a scientific enlightenment curriculum with the purpose of cultivating scientific literacy. The formation of scientific literacy is long-term, and early science education will play a decisive role in the formation of a person's scientific literacy. This course, which undertakes the task of scientific enlightenment, will carefully care for children's innate curiosity, cultivate their interest in science and thirst for knowledge, guide them to learn scientific knowledge related to the world around them, help them experience the process and methods of scientific activities, make them understand the relationship between science, technology and society, be willing to cooperate with others and live in harmony with the environment, and lay the foundation for subsequent scientific study, study of other disciplines, lifelong study and all-round development. Learning this course will help primary school students to form a scientific cognitive style and a scientific view of nature, and will enrich their childhood life, develop their personality and develop their creative potential.

Second, the basic idea

Science courses should be open to all students. This means providing every student with a fair opportunity to study science and effective guidance. At the same time, it fully considers the differences of students in gender, talent, interest, living environment, cultural background, nationality and region, and encourages the diversity and flexibility of courses, teaching materials, teaching and evaluation.

Students are the main body of scientific learning. Students have strong curiosity and active desire to explore the world around them, and learning science should be their active participation and energetic process. Science curriculum must be based on meeting students' development needs and existing experience, and provide various scientific inquiry activities that they can directly participate in. It is more effective for them to ask and solve problems themselves than simple teaching and training. Teachers are organizers, leaders and close partners of scientific learning activities. They should fully understand and respect students' performance in science learning activities, and have a positive impact on students with their own teaching behavior.

Scientific learning should take inquiry as the core. Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science. Science curriculum should provide students with sufficient opportunities for scientific inquiry, so that they can experience the fun of learning science, increase their scientific inquiry ability, acquire scientific knowledge, form a scientific attitude of respecting facts and being good at questioning, and understand the history of scientific development in the process of scientific inquiry like scientists. However, it needs to be clear that inquiry is not the only way of learning, and various teaching methods and strategies should be flexibly and comprehensively used in scientific learning.

The content of science courses should meet the needs of society and students. We should choose the most necessary content that is close to children's lives, in line with the development trend of modern science and technology, in line with the needs of social development, and conducive to building a foundation for permanent knowledge in their lives. These contents need to strengthen the organic connection between various fields of science and emphasize the integration of knowledge, ability, emotional attitude and values.

Science courses should be open. This openness is manifested in that the course should provide teachers and students with choice and innovation space in learning content, activity organization, homework and practice, evaluation and so on. , so that the course can meet the needs of students from different regions and different experience backgrounds to learn science to the greatest extent. This openness is also manifested in guiding students to use various resources widely existing in schools, families, society, nature, networks and various media to conduct scientific research, putting students' scientific research in a broad background, helping them to continuously expand their experience of scientific phenomena in the surrounding world and enrich their learning experience.

The evaluation of science curriculum should promote the formation and development of scientific literacy. Evaluation should not only pay attention to the results of students' learning, but also pay attention to their learning process. Evaluation indicators should be diversified, including all aspects of scientific literacy; Evaluation methods should be diverse; The evaluation subjects should include teachers, students and parents.

Third, the design ideas

The Science Curriculum Standard for Full-time Compulsory Education (Grade 3-6) (hereinafter referred to as the Standard) is divided into five parts: The first part is the preface, which introduces the background, nature and basic ideas of science curriculum reform. The second part is the curriculum goal, which describes the overall goal and three sub-goals of science curriculum: scientific inquiry, emotional attitude and values, scientific knowledge, and the relationship between the goals of each part. The third part is the content standard of science curriculum, which expounds the content standard and activity suggestion in five aspects: scientific inquiry, emotional attitude and values, life world, material world, earth and universe. The fourth part is the implementation suggestion, which consists of six parts: teaching suggestion, evaluation suggestion, curriculum resource development and utilization, teaching material compilation suggestion, teacher team construction suggestion, scientific teaching equipment and classroom configuration. The fifth part is the appendix, including the definition of behavioral verbs in specific goals, the types and designs of teaching activities and cases.

Content standard is the core part of the standard, and it is the further concretization of the overall goal and sub-goal. The standard divides the contents of three fields (scientific inquiry, emotional attitude and values, and scientific knowledge) into five aspects (scientific inquiry, emotional attitude and values, life world, material world, earth and universe). At the beginning of each aspect, a paragraph is used to explain the position, function and implementation points of this part of the teaching content in the whole discipline, and then a block diagram is used to give the teaching content at all levels and their relationship as a logical clue to formulate specific content standards, which is convenient for readers to understand and grasp as a whole.