Teenager scientific literacy improvement teaching system and method based on cross-domain exploration
Through the cross-domain exploration of youth scientific literacy improvement teaching system, the data recognizer is used to generate learner portraits, and the interdisciplinary inquiry and design teaching is implemented, which solves the problem of lack of interest and independent learning ability in traditional teaching methods, and cultivates students' scientific literacy and comprehensive skills.
Patent Information
- Application Number
- CN202510513863.7
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2025-04-23
- Publication Date
- 2025-07-25
AI Technical Summary
Traditional teaching methods are difficult to arouse students' interest, they cannot effectively cultivate independent learning ability, and they lack the cultivation of interdisciplinary exploration and design ability.
A teaching system for improving the scientific literacy of young people based on cross-domain inquiry is adopted, including an admission evaluation module, a teaching improvement module and a phased assessment module. A learner portrait is generated through a data identifier, and interdisciplinary inquiry and design teaching is implemented, and students are encouraged to raise questions, design experiments and share explanation results in real situations.
Through real-life situational connections and cognitive conflicts, students' judgment thinking, cooperative spirit and innovation ability can be cultivated, students' scientific literacy and comprehensive skills can be improved, and students' active thinking habits can be formed.
Smart Images
Figure CN120374325A_ABST
Abstract
Description
Technical Field
[0001] The present invention relates to the technical field of adolescent teaching, and specifically to a teaching system and method for improving the scientific literacy of adolescents based on cross-domain exploration. Background Art
[0002] The transformation of the existing traditional teaching method from "introducing scientific conclusions into the classroom" to "introducing the scientific inquiry process into the classroom" is difficult to arouse students' interest and cannot effectively cultivate students' autonomous learning ability. For this reason, we propose a teaching system and method for improving the scientific literacy of adolescents based on cross-domain exploration to solve the above problems. Summary of the Invention
[0003] The purpose of the present invention is to provide a teaching system and method for improving the scientific literacy of adolescents based on cross-domain exploration to solve the problems raised in the above background art.
[0004] To achieve the above purpose, the present invention provides the following technical solution: A teaching system for improving the scientific literacy of adolescents based on cross-domain exploration, the system includes: an entrance evaluation module, a teaching improvement module, and a stage evaluation module. The entrance evaluation module includes a data recognizer, which collects and recognizes the basic characteristics of the entrants through the data recognizer, generates corresponding test questions for text testing based on the basic characteristics of the entrants, the data recognizer recognizes and corrects the scores of the text tests completed by the entrants, the data recognizer generates corresponding experimental procedures based on the basic characteristics of the entrants, and the entrants perform experimental operations according to the experimental procedures, and the data recognizer scores the experimental operations, including the data recognizer implemented through artificial intelligence algorithms.
[0005] Further preferably, the entrance evaluation module constructs a learner portrait through the data recognizer, identifies the weak subjects and interest preferences of the entrants, and thus completes the scientific formulation of the teaching plan. The teaching improvement module is implemented according to the formulated teaching plan, and the teaching improvement module includes six steps.
[0006] Further preferably, the stage evaluation module evaluates through text tests, the quantity of questions raised, and the standardization of experimental operations.
[0007] Further preferably, the quantity of questions raised is used as the evaluation base, and the data recognizer further evaluates the extensibility of the questions raised and gives scores.
[0008] Further preferably, a learning evaluation report is generated by calculating the change amount between the stage evaluation module and the entrance evaluation module.
[0009] Further preferably, a method for improving the scientific literacy of adolescents based on cross-domain exploration includes: S1. Situation creation and connection establishment: Integrate scientific concepts into real-life scenarios, use scientific phenomena as the learning theme, bring science back to life, and make scientific inquiry return to real-life scenarios; S2. Discriminate phenomena and raise questions: Identify problems from phenomenon observations or real-life scenarios, define the problems, trigger cognitive conflicts, and generate learning themes; S3. Problem-driven knowledge integration: Connect existing knowledge to explain scientific phenomena; add new knowledge to understand scientific principles; create a "knowledge toolbox" for problem-solving; S4. Activity exploration and experimental verification: Transfer knowledge, conduct activity exploration. Design plans and conduct scientific experiments. Make products to verify hypotheses, conjectures, and plans;
[0010] S5. Sharing and explanation for collaborative cognition: Externalize learning outcomes, display learning with works; explain and analyze results; communicate and share wisdom to achieve collaborative cognition; S6. Cognitive reconstruction and iterative deepening: Revise hypotheses, improve designs, conduct cognitive reconstruction, expand new knowledge, and iterate and deepen cognition.
[0011] Compared with the prior art, the beneficial effects of the present invention are as follows: The present invention clearly obtains the basic characteristics of the enrollees: age, height, weight, and grade in school, and then judges the cognitive baseline of the enrollees through a data identifier. Then, further read the interest deviation through basic geography, biology, chemistry, history, and physics text test questions, and read the logical thinking and practical ability of the enrollees through simple experimental operations, so as to comprehensively generate the cognitive portrait of the enrollees. According to the short board presented in the portrait, conduct focused teaching combining multiple subjects; Through the six steps of situation creation and connection establishment, discrimination of phenomena and raising questions, problem-driven knowledge integration, activity exploration and experimental verification, sharing and explanation for collaborative cognition, and cognitive reconstruction and iterative deepening, conduct teaching for students with the purpose of interdisciplinary exploration and design. Through real-life scenario connection and cognitive conflict, make raising questions, solving problems, and design creation become the main line of the extended classroom. Encourage students to explore the connection between science, technology, and life, enable students to learn in collaboration, exploration, and design, cultivate students' judgment thinking, cooperation spirit, innovation ability, and problem-solving ability, develop students' comprehensive skills, and gradually guide the enrollees to have the learning ability of cross-domain exploration; Thus, the traditional practice of "introducing scientific conclusions into the classroom" is transformed into "introducing the scientific inquiry process into the classroom", enabling students to develop good habits of observation and asking questions, making hypotheses and designing experiments based on the questions raised, collecting evidence and verifying hypotheses during the experiment, further thinking and making explanations when the hypothesis is supported, drawing conclusions, sharing conclusions and making in-depth thinking to raise new questions, and when the hypothesis is not supported, re-observing, collecting new evidence and trying to make new hypotheses, so as to gradually form the idea of active thinking and gradually improve their scientific literacy. BRIEF DESCRIPTION OF THE DRAWINGS
[0012] Figure 1 It is a diagram of the teaching system for improving scientific literacy of the present invention; Figure 2 It is a flowchart of the teaching for improving scientific literacy of the present invention; Figure 3 It is a logical diagram for teenagers and students to independently improve their scientific literacy. DETAILED DESCRIPTION OF THE EMBODIMENTS
[0013] Next, the technical solutions in the embodiments of the present invention will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present invention. Obviously, the described embodiments are only a part of the embodiments of the present invention, rather than all the embodiments. All other embodiments obtained by those of ordinary skill in the art based on the embodiments of the present invention without creative efforts shall fall within the protection scope of the present invention.
[0014] Embodiment Please refer to Figures 1 - 3 , the present invention provides a technical solution: a teaching system for improving the scientific literacy of teenagers based on cross-domain exploration. The system includes: an entrance evaluation module, a teaching improvement module, and a stage evaluation module. The entrance evaluation module includes a data identifier, which collects and identifies the basic characteristics of the entrants through the data identifier, generates corresponding test questions for text tests based on the basic characteristics of the entrants, identifies and corrects the scores of the text tests completed by the entrants through the data identifier, generates a corresponding experimental process based on the basic characteristics of the entrants, the entrants carry out experimental operations according to the experimental process, and the data identifier scores the experimental operations, including the data identifier implementing through artificial intelligence algorithms.
[0015] In this embodiment, specifically: the entrance evaluation module generates a learner portrait construction through the data identifier, identifies the weak subjects and interest preferences of the entrants, and thus completes the scientific formulation of the teaching plan. The teaching improvement module is implemented according to the formulated teaching plan, and the teaching improvement module includes six steps; In this embodiment, specifically: the stage evaluation module evaluates through text tests, the quantity of questions raised, and the standardization of experimental operations; In this embodiment, specifically: the quantity of problem proposed is used as the evaluation base, and the data recognizer further evaluates the extensibility of the proposed problem and gives a score; In this embodiment, specifically: by calculating the change amount of the stage evaluation module and the enrollment evaluation module, a learning evaluation report is generated; In this embodiment, specifically: a method for improving the scientific literacy of teenagers based on cross-domain exploration in teaching includes the following steps: S1. Situation creation and connection establishment: Integrate scientific concepts into real situations, use scientific phenomena as the learning theme, bring science back to life, and bring scientific exploration back to real situations; S2. Discriminate phenomena and propose questions: Identify problems from phenomenon observation or real situations, define problems, trigger cognitive conflicts, and generate learning themes; S3. Problem-driven knowledge integration: Connect existing knowledge to explain scientific phenomena; Add new knowledge to understand scientific principles; Create a "knowledge toolbox" for problem-solving; S4. Activity exploration and experimental verification: Knowledge transfer, activity exploration. Design a plan, conduct a scientific experiment. Make a product to verify hypotheses, conjectures, and plans;
[0016] S5. Share and explain, collaborative cognition: Externalize learning outcomes, display learning with works; Explain and analyze results; Communicate and share wisdom to achieve collaborative cognition; S6. Cognitive reconstruction and iterative deepening: Revise hypotheses, improve designs, reconstruct cognition, expand new knowledge, and iterate and deepen cognition.
[0017] Through the above technical solutions, the basic characteristics of the enrollees can be clearly obtained: age, height, weight, and grade in school, so as to judge the cognitive baseline of the enrollees through the data recognizer. Then, further read the interest deviation through basic geography, biology, chemistry, history, and physics text test questions, and read the logical thinking and hands-on ability of the enrollees through simple experimental operations, so as to generate a cognitive portrait of the enrollees in an all-round way. According to the short board presented in the portrait, conduct focused teaching that combines multiple subjects; Through the six steps of situation creation and connection establishment, discrimination of phenomena and problem posing, problem-driven knowledge integration, activity exploration and experimental verification, sharing and explanation of collaborative cognition, and cognitive reconstruction and iterative deepening, the students are guided by the purpose of interdisciplinary exploration and design. Through real-world situation connection and cognitive conflict, making problem posing, problem solving, and design creation the main line of the extended classroom, encouraging students to explore the connection between science, technology, and life, enabling students to learn through collaboration, exploration, and design, cultivating students' judgment thinking, teamwork spirit, innovation ability, and problem-solving ability, developing students' comprehensive skills, and gradually guiding the enrollees to have the learning ability of cross-domain exploration; Thus, the traditional practice of "introducing scientific conclusions into the classroom" has been transformed into "introducing the scientific inquiry process into the classroom", enabling students to develop good habits of observation and asking questions, make hypotheses and design experiments based on the questions raised, collect evidence and verify hypotheses during the experiment, think further and make explanations when the hypotheses are supported, draw conclusions, share conclusions and conduct in-depth thinking to raise new questions, and when the hypotheses are not supported, re-observe, collect new evidence and try to make new hypotheses, thereby gradually forming the idea of active thinking and gradually improving their scientific literacy.
[0018] The present invention also includes a module of "interesting scenario introduction - scientific problem focusing - creative practice verification - social value extension". Aiming at interdisciplinary exploration and design, the present invention transforms the traditional practice of "introducing scientific conclusions into the classroom" into "introducing the scientific inquiry process into the classroom" through real-life scenario connection and cognitive conflict, making problem-raising, problem-solving and design creation the main line of the extended classroom, encouraging students to explore the connections between science, technology and life, enabling students to learn through collaboration, exploration and design, cultivating students' critical thinking, teamwork spirit, innovation ability and problem-solving ability, and developing students' comprehensive skills. This technology focuses on cultivating students' comprehensive development ability, emphasizes students' personal experience, and helps students "experience", "comprehend" and "realize" scientific phenomena, scientific knowledge and principles through "hands-on operation", "experiment", "exploration", "design", "creation" and "reflection". Through full participation, students can discover, analyze and solve problems, experience and feel the life value and application value of knowledge, promote the cultivation of students' practical innovation ability, and has achieved obvious effects in more than ten years of school practice.
[0019] This technology takes "Connect - Exploration - Design - Share - Iteration" as the core concept to promote learning, and is based on the constructivist learning theory, Dewey's "learning by doing" theory, Bruner's "discovery learning theory", Schwab's "practical curriculum theory", "OBE" educational concept and connectivism learning theory. It constructs an interdisciplinary inquiry learning system with CEDSI-STEM as the core, a five-stage cyclic teaching implementation strategy model and a double helix implementation path, significantly improving students' scientific inquiry ability and teachers' interdisciplinary teaching competence in primary and secondary school science education, forming a replicable school-based implementation paradigm, and effectively solving stubborn problems such as disciplinary fragmentation and superficial learning.
[0020] Connection of real-life scenarios and realistic problem scenarios based on existing experience; problem orientation based on cognitive conflict; collaborative cognition based on project tasks; cognitive reconstruction based on the externalization of works. The specific implementation steps are as follows:
[0021] Scenario connection Select valuable learning content, associate it with scientific phenomena, create a context through interest activities and theme design, connect students' knowledge learning to a broader learning time and space, immerse students in a real environment to experience the joy of learning and scientific exploration firsthand, stimulate cognitive conflicts in the experience of scenarios and phenomena, and arouse students' interest in learning the basic concepts of module content. Let learning occur in cognitive conflicts.
[0022] Knowledge construction Based on students' existing knowledge and experience (the zone of proximal development), focus on the curriculum theme and scientific phenomena, deepen the understanding of knowledge through the analysis, explanation, and information extraction of scientific (life) phenomena, focus on knowledge and problems, and promote the self-construction of students' knowledge in the "deconstruction and reconstruction" of students' cognitive structures.
[0023] Activity exploration Using cases, problems, and projects as carriers, expand the background knowledge of the module, provide students with an environment for constructing their own knowledge, and guide topic discussions. Encourage students to conduct brainstorming in collaborative learning, and through exploration activities such as questioning, hypothesizing, and verifying, help each other and inspire each other to understand the module content and carry out group knowledge construction.
[0024] Design plan Based on the teaching concepts of scientific exploration and engineering design, guided by the design of projects (plans), use the material packages provided by the projects to design project plans and carry out group cooperative learning.
[0025] Make practical models Let students experience the feeling of being a scientist in product design and development, test students' understanding of knowledge, cultivate students' creative thinking, cooperation ability, and knowledge application ability. Promote the integration and transfer application of knowledge through design, and externalize the results of learning, the acquired knowledge, and abilities through works.
[0026] Sharing and demonstration Through the exchange of achievements, share collective wisdom, confirm personal understanding of relevant knowledge, verify learning results, and cultivate design, expression, listening, and communication abilities.
[0027] Iterative design Based on deep learning and extended learning of iterative development, enrich students' learning experiences, including research, design, experiments, cooperation and communication, products, and mutual evaluation. Through sharing and communication and result inspection, learn from each other, make up for deficiencies, adjust the plan through continuous learning and exploration, and design better products. Cultivate students' reflection ability and improve the design ability of iterative development.
[0028] Learning evaluation Change the traditional evaluation of the mastery and application of "known knowledge" to the evaluation of "learning experience" and the creation of "unknown knowledge". It includes: evaluation of "learning experience" based on process; evaluation based on product design; evaluation based on innovative thinking and ability; evaluation based on goal visualization.
[0029] Based on the idea of systems theory, this invention reconstructs the learning ecosystem, transforms the traditional "introducing scientific conclusions into the classroom" into "introducing the scientific inquiry process into the classroom", and proposes a set of systematic scientific thinking methods. By observing situational phenomena, asking questions, then proposing hypotheses and designing experiments based on the questions raised, collecting evidence and verifying hypotheses during the experiment. When the experimental results support the hypothesis, further thinking is done to make explanations, draw conclusions, share conclusions and conduct in-depth thinking, and raise new questions. When the hypothesis does not support the experimental results, new observations are made, new evidence is collected and new hypotheses are tried, so as to gradually form a scientific and rigorous way of thinking and gradually improve one's own scientific literacy.
[0030] Compared with the prior art, the beneficial effects of this invention are: the core qualities of students are effectively cultivated. This project aims at exploration and design, introduces real-world situations through problems, guides students to learn in collaboration, exploration and design, and explores the connections between science, technology and society. After the project implementation, there are obvious changes in the learning attitudes of the students participating in the project research, with significant improvements in dimensions such as learning confidence and exploration motivation. The overall attitude is more positive and forward-looking than that of ordinary students, and the students independently or collaboratively complete multiple scientific and technological works. This achievement has been highly recognized by the education circle and widely concerned by society.
[0031] The theory and practice of the interdisciplinary inquiry learning model need to be further explored and improved. Although inquiry learning has been tried in multiple disciplinary fields at present, in the field of inquiry learning, there is still a lack of systematic, scientific and specific theories and practices.
[0032] The evaluation of inquiry learning under the integration concept needs to be further improved. Although this achievement has initially explored and constructed an inquiry learning model and practice, there is still a lack of learning evaluation for this teaching model.
[0033] C (Curiosity stimulation) - Cross-domain context creation Case application: Taking "urban ecosystem imbalance" as the background, the driving question is proposed: "How to design a self-sustaining mini ecosystem?" Cross-domain integration: Integrate biology (species symbiotic relationship), engineering (structural stability), and mathematics (resource ratio calculation) to stimulate multi-dimensional inquiry interest.
[0034] E (Experimentation) - Multimodal inquiry practice Case operation: Students are grouped to test the effects of different materials (glass / plastic containers) and light conditions on the survival of plants and animals, and sensors are used to record data such as temperature and humidity.
[0035] Tool support: Data is uploaded to the teaching platform in real time through Internet of Things devices to generate visual charts (such as the curve of the change in the number of species).
[0036] D (Data analysis) - Evidence chain construction Case deepening: Analyze the hypothesis of "whether insects die due to lack of oxygen", compare the data of the experimental group (such as the correlation between CO2 concentration and biological survival rate), and learn statistical tools (such as Excel trend line).
[0037] Cross-domain reasoning: Combine chemistry (material cycle) to verify the scientific nature of the energy flow model of the ecological box.
[0038] S (Solution design) - Engineering solution output Case achievement: Design a prototype of an ecological box with adjustable lighting, draw a 3D structure diagram (using Tinkercad software), and write the "Ecological Box Maintenance Guide" (including mathematical proportion suggestions).
[0039] Collaboration mechanism: Role division (biologist, engineer, data analyst) simulates the collaboration of a real scientific research team.
[0040] I (Iteration) - Critical optimization Case extension: Based on peer review and AI diagnostic reports (such as "the pH value of the water quality fluctuates too much"), improve the filtration system of the ecological box and write an iteration log.
[0041] Literacy improvement: Through the review of failure cases (such as "algal overgrowth"), cultivate scientific ethics awareness and the ability to withstand setbacks.
[0042] The following further explains the innovation Cross-domain anchor design: Expand a single-discipline problem (biology) to the fields of engineering and data science, forming a spiral upward path of "problem chain → knowledge network → literacy group".
[0043] Intelligent closed-loop system: Relying on dynamic assessment tools (such as the ecological box health score algorithm), realize the full-process automation support of "data collection → analysis → feedback → iteration".
[0044] Standardized replicability: Provide modular teaching packages (including case libraries, toolkits, and evaluation scales) to adapt to different school levels and subject themes.
[0045] In the above technical solution, through six steps including situation creation to establish connections, discrimination of phenomena to raise questions, problem-driven knowledge integration, activity exploration for experimental verification, sharing and explanation for collaborative cognition, and cognitive reconstruction for iterative deepening, students are guided in interdisciplinary exploration and design. Through real-life situation connections and cognitive conflicts, raising questions, solving problems, and design and creation become the main threads of the extended classroom, encouraging students to explore the connections between science, technology, and life, enabling students to learn through collaboration, exploration, and design, cultivating students' critical thinking, teamwork spirit, innovation ability, and problem-solving ability, developing students' comprehensive skills, and gradually guiding new entrants to develop cross-domain exploration learning abilities.
[0046] Although the embodiments of the present invention have been shown and described, those of ordinary skill in the art can understand that various changes, modifications, substitutions, and variations can be made to these embodiments without departing from the principles and spirit of the present invention. The scope of the present invention is defined by the appended claims and their equivalents.
Claims
1. A teaching system for improving the scientific literacy of teenagers based on cross - domain exploration, the system comprising: An enrollment evaluation module, a teaching improvement module, and a stage evaluation module. The enrollment evaluation module includes a data recognizer. The data recognizer collects and recognizes the basic characteristics of the enrollees, generates corresponding test questions for text tests based on the basic characteristics of the enrollees, recognizes and corrects the scores of the text tests completed by the enrollees, generates a corresponding experimental process based on the basic characteristics of the enrollees, the enrollees perform experimental operations according to the experimental process, and the data recognizer scores the experimental operations, including the data recognizer implementing through artificial intelligence algorithms.
2. The teaching system for improving the scientific literacy of teenagers based on cross - domain exploration according to claim 1 is characterized in that: The enrollment evaluation module constructs a learner portrait through the data recognizer, identifies the weak subjects and interest preferences of the enrollees, and thus completes the scientific formulation of the teaching plan. The teaching improvement module is implemented according to the formulated teaching plan, and the teaching improvement module includes six steps.
3. The teaching system for improving the scientific literacy of teenagers based on cross - domain exploration according to claim 2, wherein: The stage evaluation module evaluates through text tests, the quantity of questions raised, and the standardization of experimental operations.
4. The teaching system for improving the scientific literacy of teenagers based on cross - domain exploration according to claim 3, characterized in that: The quantity of questions raised is used as the evaluation base number, and the data recognizer further evaluates the extensiveness of the questions raised and gives scores.
5. The teaching system for improving the scientific literacy of teenagers based on cross - domain exploration according to claim 4, wherein: By calculating the change amount between the stage evaluation module and the enrollment evaluation module, a learning evaluation report is generated.
6. The method for improving the scientific literacy of teenagers in teaching based on cross - domain exploration according to claim 5, wherein: It includes the following steps: S1. Situation creation and connection establishment: Integrate scientific concepts into real situations, use scientific phenomena as the learning theme, bring science back to life, and bring scientific inquiry back to real situations; S2. Discriminate phenomena and raise questions: Identify problems from phenomenon observations or real situations, define the problems, trigger cognitive conflicts, and generate learning themes; S3. Problem-driven knowledge integration: Connect existing knowledge and explain scientific phenomena; Add new knowledge and understand scientific principles; Create a "knowledge toolbox" for problem-solving; S4. Activity exploration and experimental verification: Knowledge transfer, activity exploration. Design plans and conduct scientific experiments. Make products to verify hypotheses, conjectures, and plans; S5. Share, explain, and collaborate for cognition: Externalize learning results and display learning with works; Explain and analyze results; Communicate and share wisdom to achieve collaborative cognition; S6. Cognitive reconstruction, iteration, and deepening: Revise hypotheses, improve designs, reconstruct cognitions, expand new knowledge, and iterate and deepen cognitions.