Report on the investigation of the “hands-on” national and kindergarten science education projects in France

During the French period, accompanied by French experts, we watched the “Do-It-Your” teaching activities of the National Primary School and the Kindergarten in two groups, and visited the community resource center established by the city of Bully for the “hands-on” teaching reform; Troyes City Education college and "hands-on" technology exhibition; France Nantes Mining School. After the visit, all members of the delegation and all the participants of the French delegation held a seminar on "hands-on" projects between China and France in Trcillcs, Nice. Academicians and teachers, network experts and officials of the Ministry of Education of the French Academy of Sciences It introduces the principles, organization, role of scientists, resource centers and websites of the “hands-on” project. The measures to promote the "hands-on" project, etc., will now be reported as follows:

I. Investigating the situation of the French “hands-on” science education reform experiment

1. The background of “hands-on” science education reform in France “hands-on” is an educational thought and method summarized by American scientists. It aims to enable students to learn knowledge in a scientific way, emphasizing learning methods, thinking methods and learning attitudes. Cultivation. Teaching activities that embody their ideas and methods have been in the United States for more than a decade. In 1992, French scholar and Nobel Prize winner George Chapak advocated the reform of science education in France. In 1996, France introduced the project, named "LA MAIN AL? PATE", which was implemented by the French Academy of Sciences. Due to the lofty status of the French Academy of Sciences in France, the experiment has been supported by many units. With the support of the Ministry of Education, an experimental network has been formed throughout the country.

2. The situation of the visit
The process of the event In a small country in Troyes, we observed a “hands-on” teaching activity for third-year students with the theme “observing and discussing the flow of water at different temperatures in the container”. There are about 20 students in the class, divided into 4 groups. The whole activity is divided into six steps: the teacher asks questions, the students express their opinions to the whole class, group discussions, group experiments, student written summaries, teachers and students discuss together. Experimental results. The time is about two hours, in two classrooms. The students actively participate in the whole process, and the teacher's guidance to the students is basically carried out in the form of discussion. In analyzing this activity, Mr. George Chapac stressed that the “hands-on” teaching activities should not be constrained by the teaching form. Teachers should pay attention to the students' thinking activities instead of picking up what the students are doing wrong; they should not only ask outstanding students, Ensuring the active participation of each student is not only an important teaching method, but a special significance is to cultivate students' ideas of democracy and cooperation.

In the city of Bully, the Community Resource Center has established a community resource center to support the “hands-on” science education reform. The center work emphasizes the extensive participation of community members. Teachers, university students, Chinese small and kindergarten teachers, and parents from the School of Education take turns to the center. Serve as a counselor. Students and children in the community can participate in science and technology-based activities at the center. The center is divided into four activity groups: 1 mechanical production team, using Lego and other materials to design and assemble various machinery; 2 small reporter interviews, photography and reporting groups, They write reports on products, photography, and publicize to the community; 3 make CD sets, students under the guidance of counselors to film the design, assembly, operation and other processes of new products, and make them into CDs; 4 publishing electronic publications. The necessary funding is supported by the community. Located in the old mining area, the center's activities not only provide conditions for students' growth, but also become a base for members of the community to spread science and culture.

Materials, Resources, and Toolboxes The materials and resources used in the “hands-on” teaching activities are diverse, many of which are made from daily necessities or commercially available materials, as well as teaching instruments commonly used in schools. In a rural country in the Areines area, a small botanical garden was built using the corners of the school. In addition to the thermometer, other materials mainly used waste materials, and students also fermented their own fertilizer. In addition, some universities have developed special toolboxes for schools based on the theme of “hands-on” science education. For example, the Nantes Mining School of France has developed a special toolbox with 14 themes as a teaching aid for schools to purchase.

Teaching Organizations The teaching activities of the national and kindergartens that we observe are basically in the form of small classes and grouped teaching organizations. The content of kindergarten activities mainly focuses on the theme of children's life selection. The content of the activities of the national students mainly focuses on the theme of the national science syllabus. In the teaching process, it is important to guide each student to observe and practice, to express their opinions, to cultivate the confidence of each student, and to pay special attention to students with difficulties; to emphasize the importance of learning scientific methods, not knowledge. The number of activities, the activities are not limited to a class time.

When the university visited the Nantes Mining School in France, the principal explained to us that the national education has an important influence on university education, and the scientific enlightenment of students, especially creativity and sensitivity. The cultivation can't start from the university, but should start from an early age. He believes that the truth does not depend on the identity or age of the speaker. The questions raised by the child are sometimes difficult for adults to answer. Answering such questions is also a matter of learning. Nantes Mining School participates in the “hands-on” project, which can inspire college students. Creativity. Therefore, one-tenth of the students of Nantes Mining School participate in the “hands-on” teaching reform experiment activities, and four teachers organize this activity.

The principals and teachers of the National Primary School and the teachers of the National Primary School and teachers who participated in the “hands-on” teaching reform experiment in Areines City reflected that through this method, students’ citizenship is enhanced, learning cooperation and law-abiding; curiosity is increased, and scientific knowledge is more Wide; learned the scientific methods of observation, research, and analysis; the ability to express, especially the ability of children to express their thoughts in language; the students after the fourth grade can consider the problem from multiple dimensions when observing things. In the relationship between teaching and learning, teachers used to be omniscient masters, and now become coaches who accompany students to discover problems.

Second, the organization of the "hands-on" science education reform experiment

1. The participation of scientists The French Academy of Sciences is an advocate of “hands-on” science education reforms and has played an important role in mobilizing, organizing scientists and mobilizing universities to participate in science education reform experiments. In order to promote the reform experiment, the French Academy of Sciences set up a “hands-on” research group, and the scientists served as tutors and teachers. But scientists are clearly aware that they are not a substitute for teachers. Some scientists have fixed connections with small and kindergartens. They often go to school to study problems and train teachers. At the same time, scientists keep close contact with the “hands-on” website and answer questions raised by teachers in practice.

2. The scientific and educational communities cooperate with each other in the “hands-on” science education reform experiment. The scientific community, universities and education departments have established collaborative relationships, education inspectors, education consultants, education and training centers, scientific popularization personnel, scientists, researchers. Engineers, students of science and technology universities, students of engineering schools, parents of students, etc. are directly involved in kindergarten and national trials. Teachers and science and technology personnel from many universities and engineering schools in France help small and medium-sized teachers to design “hands-on” themes and experimental programs, help to produce teaching equipment, and mobilize students to take advantage of holidays, social services or internships to participate in “hands-on” teaching. Reform experiments. With the support and participation of all parties, it has been promoted in about 4,000 schools in the past five years, which has caused great repercussions in the education system and all walks of life.

3. Measures of the French Ministry of Education
In October 1999, the French Ministry of Education announced the promotion of this project nationwide. In June 2000, the French Ministry of Education used the accumulated experience of “hands-on” to formulate the National Science Education Innovation Plan and regarded it as an innovative part of the educational innovation program, requiring schools in each province to conduct science education. experiment. Experiments may include the content of “hands-on” science education reform, and there may be other content. The experimental methods and forms can be diverse, but the experimental purpose should reflect the guiding principle of “doing it”. To this end, the Ministry of Education established the National Science Education Reform Committee. The committee members include representatives of the French region, provincial representatives, scientists and representatives of the “hands-on” science education reform experiment. The committee is responsible for proposing proposals and programs for science education reform. Investing in funds and implementing them. The French Ministry of Education is prepared to establish 100 resource centers based on existing conditions to provide conditions for the advancement of science education reform.

4. Teacher training and training The training of Chinese junior teachers in China is slightly different from that in China. To obtain the position of a small Chinese teacher, after studying for three years in a general university, you must continue to study at the College of Education for two years. The Chinese teachers do not have The difference in education. We visited the Aube Provincial Institute of Education to promote the “hands-on” teaching reform experiment. Each department’s courses have arranged teaching content on “hands-on” science education. Generally, 50 class hours are arranged, and individual departments arrange 80 class hours for student internships. Also arrange the corresponding teaching activities. The School of Education also undertakes the training of in-service teachers of the national ministry who participate in the “hands-on” teaching reform experiment.

5. Establishment of the website 1 In April 1998, under the auspices of the National Institute of Teaching and the French Academy of Sciences, with the support of the Ministry of Education City Division and the Technical Division, a website was launched to promote and assist in the development of “hands-on” projects. The site is designed to help teachers solve problems in practice. The site is divided into three parts:

● An "information network" about "hands-on" projects;
● A “resource center” that provides “hands-on” classroom activities, scientific literature and teaching materials;
● A "communication network" where teachers and scientists communicate.

On the “hands-on” website, a field of thinking and communication was also designed to provide advice on all aspects of the school’s “hands-on” activities. Anyone can register for free, receive information, and participate in communication.

2 In order to promote communication and cooperation between scientists and educational institutions, the “hands-on” research team established an electronic network intelligence system that can be queried on the Internet from 1998. This system can help teachers, on the teaching process and assist. Tools for dialogue and communication. The system is divided into three parts:

● The network of Science and Technology Consulting Network is expanding, and dozens of scientists and engineers support teachers. They provide teachers with scientific and technical knowledge in their respective fields to answer questions that teachers have encountered in preparing lessons or teaching activities. From asking questions to getting answers, it's usually within 48 hours.

● Training and teaching network The network consists of trainers and teaching staff. They are experts in a certain discipline and are invited to help teachers solve problems encountered in the experimental preparation stage or experimental activities.

● "Do it yourself" website The website consists of a national network and a provincial network. The provincial-level network mainly introduces the province's teaching resources and related teaching conditions. There is also a regional notebook that can exchange the “hands-on” activities carried out in each province. The local correspondents can update the online content at any time.

Third, participate in the "hands-on" science education reform seminar

1. The Chinese representatives discussed with the scientists of the French Academy of Sciences, French Ministry of Education officials, national teachers and network experts on the "hands-on" experimental design of science education, and introduced the basic education of the two countries.

Vice Minister Wei Wei gave a comprehensive introduction to the basic situation of China's education reform and development; Deputy Director Zhu Muju introduced the reform of China's basic education curriculum; Professor Ji Yan of East China Normal University introduced the basic situation of China's early childhood education reform; Associate Professor Jing Hua introduced the situation of China's national science education reform.

Mr. Lena of the French Academy of Sciences introduced the reform of science education in France. Since 1902, the French National Primary School has always neglected science education. When the “hands-on” science education reform experiment began in 1995, only 10% of the national science classes in France were set up. In 1996, 344 classes began experiments and in 1999 expanded to 4000 classes. Since 4/5 of the existing teachers receive liberal arts education at the university, the main difficulty encountered is that the national teachers are worried and afraid of carrying out science education. Therefore, it is very important to do a good job in teacher training. He believes that the French national small school has 300,000 classes. If there are more than half of the classes, students will take one hour to participate in activities every two weeks and have records. It can be considered that the "hands-on" science education reform experiment has achieved certain success.

Ms. CB introduced the ten principles of the “hands-on” science education reform and the requirements for organizing “hands-on” teaching activities. In general, activities are carried out on the same topic within a few weeks. One topic should use as few concepts as possible, and the selected concept should have a wider range of applications so that students can establish concepts through a variety of experiments or experiences; Each activity is generally divided into three stages: display and presentation, continuous improvement of accuracy, trial, summary and induction. The assessment of the effectiveness of the “hands-on” science education reform involves a comprehensive assessment of the students’ knowledge, abilities and behaviors, which is still a difficult matter and there is no breakthrough.

Mr. Hussenet, the Governor of the French Ministry of Education, introduced the system of management education in 30 major regions of France and the academic system of basic education in France, and expounded the views on the "hands-on" science education reform experiment. He believes that "hands-on" education reform The experiment is not a mere technical activity, it will promote the development of children's abstract thinking. Through a wide range of surveys and comparisons, children who have participated in the trial have shown an advantage in scientific knowledge learning, mother tongue learning and social contact. Therefore, the French Ministry of Education decided to carry out science education reform in France and formulated the “Small Science Education Innovation Plan”, which is ready to be promoted in France from 2001. The project has absorbed a great deal of thinking and results from the “hands-on” science education reform experiment.

Vice Minister Wei Wei believes that the “hands-on” science education reform experiment has attracted university teachers and students, attracted parents, and injected activities for kindergarten and elementary school education; through scientific practice, the national students have the behavior and attitude of exploration. Being able to correctly view failures and learn to discuss together is conducive to the development of language and language development; the teacher's teaching behavior has been changed; the “LA MAIN A LA PATE” conducted in France is to improve the students' enthusiasm and full of vitality.

2. The seminar held a special discussion on the roles of scientists in the “hands-on” science education reform experiment, teacher training and resources. The two sides jointly believe that:

The participation of the scientific community has an irreplaceable role in the initiation and sustainable development of the “hands-on” science education reform. The French Minister of Education has changed several times, but due to the intervention of the French Academy of Sciences, the experiment has been adhered to and developed. The Chinese Academy of Sciences wants to learn from its French counterparts. It is necessary to have an authoritative scientist to take the lead and form a variety of broad participation in basic education reforms, not necessarily limited to the "hands-on" science education reform experiment. Scientists can connect with Chinese primary schools and teachers to help their schools and teachers, but they cannot replace teachers.

It is an indispensable task to carry out the “hands-on” science education reform experiment. Training can be conducted through a variety of channels, such as lectures, books, CD-ROMs and online communication. It can also organize observational activities to enable teachers to understand and understand the ten principles of the “hands-on” science education reform experiment; more importantly, through training Teachers master the methods and learn to organize students to carry out “hands-on” activities. Training should also seek comprehensive support from the scientific community, such as scientists writing popular science books, setting up special pages, etc.; training must also have the organization and leadership of the education administration department, which can be based on the teacher's college and the Chinese small teaching and research section. Training.

The rich curriculum resources are necessary for the “hands-on” science education reform experiment. Encourage teachers to use their local creativity to create their own “hands-on” content suitable for local kindergartens and small schools; establish a sharable resource center to improve efficiency and promote teaching exchange, which is conducive to students' contact with society; The website can ask questions, exchange experiences, seek help, get a lot of information and resources, and save a lot of money.

4. China and France reach the following agreement on further cooperation

1. Co-signed the supplementary text of the Beijing Agreement on "National Mathematics and Science Education" in November 2000
2. Form an agreement to "do it" on China's mirror website
3. China's “hands-on” Chinese is “doing middle school”; English is “Learning Through Doing”