Dilemma and Countermeasures of Online Science Teaching in Primary Schools under the Background of COVID-19 Based on Lag Sequential Analysis

Abstract

Online teaching, with its advantages in breaking through regional restrictions and enriching learning methods, has become the main teaching mode in the field of primary education to deal with the global COVID-19 pandemic. However, in the practice of online teaching, especially in science teaching, some shortcomings of the existing teaching model have gradually emerged. To evaluate the effectiveness of online science teaching, and to explore the problems existing in courses, this paper combines data analysis and lag sequential analysis by using Nvivol2. The overall situation of the online science class and the proportion of time that teachers and students respectively take in the online class is evaluated based on data and videos from Wuhan Education Cloud. The results show that the main issues affecting online science teaching are not covering all students, insufficient class hours, inadequate consideration of home quarantine, lack of interaction in teaching, and ignoring students’ thinking and practice. Based on the assessment of the reality, the countermeasures proposed in this paper are first to coordinate the overall implementation of online courses of science. The second is to ensure the effective implementation of science courses in the way of (1) carrying out online and offline activities to guarantee adequate time, (2) comprehensive use of textbook and self-developed tutorials to cultivate students’ scientific literacy, (3) developing a new teaching model that combines online live broadcast, offline exploration, and online evaluation, (4) encouraging students to self-made teaching resources. The research in this article provides an effective improvement strategy for the online teaching of primary science courses grounded on fact.