Primary school science project proposal report

What should be written in the primary school science project proposal report? Let me take a look at the sample proposal report for a primary school science project~

1. The basis for selecting this topic

Research background: "Inquiry learning" as a A scientific learning method advocated by the new curriculum reform is taking root in school education and teaching activities. Research on inquiry learning has mushroomed. At present, the development of "inquiry-based" courses in primary schools in China is relatively rapid, but there is little mature theoretical system and systematic practical experience in implementing inquiry learning into classroom teaching. In view of the above situation, it is of extremely important practical significance to strengthen the practice and research of inquiry-based learning in primary school classroom teaching.

Theoretical significance: Suhomlinsky said that deep in the human heart there is a deep-rooted need, which is to hope that oneself is a discoverer, researcher, and explorer. In the spiritual world of children, this need is particularly strong. The primary school science learning process is full of exploratory and challenging activities such as observation, experimentation, simulation, and inference. Introducing "inquiry-based learning" into the primary school science teaching process is to focus on the generation and development process of knowledge, and completely change the teacher's "teaching" method based on examples, demonstrations, and explanations and the students' passive acceptance of "learning" method. Teaching activities are carried out in accordance with the method of conducting scientific research, allowing students to discover problems on their own and actively acquire knowledge under the organization, guidance and cooperation of teachers. In this way, teachers' teaching can be minimized; students' needs for independent development can be met to the maximum extent; students can learn in "activities", develop in "initiative", and increase knowledge in "cooperation" to the maximum extent. Innovation in "inquiry" fully reflects the autonomy of primary school students' learning, making classroom teaching full of vitality and effectiveness.

Application value: At present, there are many theoretical studies on "inquiry-based learning", but there are relatively few that actually transform these theories into practical teaching. Almost all research time is conducted outside the classroom, and there is almost no practice and research in science classroom teaching, especially in primary school science classroom teaching. To this end, we proposed the topic "Research on Teaching Strategies for Scientific Inquiry Learning in Primary Schools". It is expected that this topic will initially form a model and framework for the implementation of "inquiry learning" in primary school science classroom teaching, as well as strategies used in the teaching process, making it feasible and operable. Re-create science, make primary school science meet the needs of human learning, liberate it from abstract, rigorous, and boring forms, reproduce the basic process of science in the form of open classroom teaching, and reproduce the thousands of connections between science, nature and human society. Inextricably linked. Strive to explore and build a community that focuses on primary school students' independent learning and practical inquiry, focuses on classroom interaction, and pays attention to happy and harmonious group life in the classroom, allowing primary school students to become the main body of activities and the masters of the classroom, with the development of primary school students as the foundation and the orientation of promoting the development of primary school students. , enabling individual primary school students to master the ability to infinitely increase knowledge in a limited learning process - a new classroom teaching model of "learning to inquire".

Comment on the current status of similar research inside and outside the province: At present, researchers inside and outside the province have done some research on inquiry-based learning in primary school science teaching, and there are also some preliminary results. However, the implementation of scientific inquiry-based learning in primary schools is still lacking. , primary school students have poor inquiry ability and lack of real connection with life. Primary school students have not really learned self-exploration and self-exploration learning ability. Some forms are still the previous teaching model. Many researchers have not studied the problem-solving ability of primary school students. There are some deficiencies. The methods applied to classroom practice are not novel enough and are not student-oriented. Through the above analysis, it is necessary to conduct research on inquiry-based learning in classroom teaching.

2. Conditions for this research

Carrying out this research has the following favorable conditions:

Background conditions: The new curriculum concept has been transformed into teacher education The concept has entered classroom teaching, bringing vitality to classroom teaching. Teachers and students have grown together with the new curriculum and achieved obvious results. In particular, the new curriculum advocates the learning method of independent cooperative inquiry, which creates a good internal and external environment for further promoting inquiry learning and conducting in-depth research.

Personnel: Our school has established a research group. The members of the research team have many years of practical scientific research experience in scientific research experiment management. At the same time, our school has a good tradition of education and scientific research. The school leaders strongly support scientific research work and are willing to invest manpower and material resources in education and scientific research, and provide sufficient material guarantee for the smooth implementation of this research.

Basics of research work:

(1) Have been trying related research for one year;

(2) Collected and studied relevant domestic and foreign Theoretical data and advanced experience;

(3) Through the summary of the previous stage of tentative teaching, some preliminary understandings and new ideas have been gained about the application of inquiry learning in primary school science classroom teaching. idea.

3. Theoretical basis of this research:

1. Basic concepts of science curriculum reform

(1) Effective scientific learning activities cannot be relied solely on Imitation and memory, hands-on practice, independent exploration and cooperation and communication are important ways to learn science;

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

2. Constructivist learning theory

Students’ learning is not instillation from the outside in but growth from the inside out.

3. Meaningful learning theory

Meaningful learning is to connect new knowledge with original knowledge and incorporate new knowledge into the learner's original cognitive structure.

IV. Problems to be solved in this research

Members of the research team need to strengthen theoretical study, improve theoretical literacy, and enhance their ability to guide and implement experiments. Regularly read and learn from successful theories, experiences and cases in various educational publications to improve classroom practice abilities. We adopt the approach of inviting people in and going out, and learn from the successful experiences and practices of famous schools to add vitality and vitality to our experiments. Further strengthen literature research, accurately position our research direction, and ensure that the research has a high theoretical level and practical value.

5. The goals and content of this research

1. The goal of this research is to cultivate primary school students based on the basic concepts of the new curriculum reform and constructivist learning theory The ability of inquiry learning, with the goal of building a theoretical system of classroom inquiry learning, using experimental research as the main method, exploring the operational strategies of the inquiry learning model, innovating the thinking strategies of inquiry learning, accumulating successful teaching cases, and constantly improving the teaching methods through experimental research. Discover problems, ask questions, solve problems, enrich and improve the theory of inquiry learning.

2. The research contents of this topic are:

(1) Research on the characteristics and teaching model of inquiry learning

(2) Organizational form of inquiry learning teaching Research

(3) Research on the general rules of the development of primary school students’ inquiry ability

(4) Research on inquiry-based learning thinking strategies

(5) Inquiry-based Accumulation and research of successful learning cases

6. Preparatory work for this topic

From March 2011 to September 2011, we established a research team and reviewed relevant literature. The project has been fully demonstrated, the project has been applied for, and the project approval has been obtained.

At the same time, members of the research team are trained on experimental techniques, theories, and subject teaching concepts. Adequate preliminary preparations have been made for carrying out experimental work.

7. Research methods for this topic

Adopt pre- and post-tests of the experimental class and the comparison class. The experimental class will perform experimental processing, while the comparison class will not perform experimental processing. In the experiment, irrelevant factors will be overcome. interference to obtain real and reliable experimental data. Finally, the effect of the experiment was compared through pre- and post-tests, as well as mid-term and final measurements of the experimental class and the comparison class.

8. Progress plan of this research

(1) Initial stage: (2011.3 - 2011.7)

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

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

(2) Experiment and research stage: (2011.9 - 2013. 7)

1. Fully implement the designed project plan, and at the same time do a good job in project development and demonstration work;

2. Use theory-led strategies to guide in-depth research on the topic and ensure the development of the topic;

3. Seize the opportunities of practical classes, open classes, and seminars to discover the progress of the topic research achievements and existing problems. Promote good results in a timely manner, and take timely measures to remedy problems and adjust plans;

4. The research team should conduct in-depth investigations, use methods such as case analysis, summarize experience in a timely manner, and write papers and investigation reports etc., and accumulate results;

5. The research group publishes a research special issue focusing on papers and teaching plans around the topic;

6. Conduct a topic display event every semester;

7. Organize cases and examples of primary school students’ inquiry learning on the basis of strengthening daily normal research.

(3) Experiment summary stage (September 2013-December 2013)

Organize, classify, and analyze the experimental data, summarize the research results, and write a work report and research reports; collect and organize the excellent teaching plans, papers, typical teaching designs, and classroom records studied by the selected research group; make all preparations for the conclusion of the topic and apply for the conclusion of the topic.

9. Expected research results

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

Teachers: Teachers’ own professional abilities and inquiry levels are developed.

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