Primary School Science Problem-Solving Teaching: Teaching Misconceptions and Strategy Improvement

Current Problem-Solving teaching in primary school science suffers from some misconceptions, such as “insufficient cultivation of problem awareness, lacking drive”, “insufficient deliberation in problem setting, lacking design”, “insufficient emphasis on the solving process, lacking effectiveness”, and “insufficient evaluation of solving results, lacking feedback”. To address these, this paper explores the “Four Emphases and Four Transformations” strategy for Problem-Solving teaching: First, emphasize connecting with life phenomena, transforming subject knowledge into practice; second, emphasize flexibly using questioning forms, rationalizing difficulty settings; third, emphasize providing differentiated guidance, autonomizing the solving process; fourth, emphasize monitoring the learning process, routinizing reflection and evaluation.