2023年，习近平总书记提出在“双减”中做好科学教育加法，加强中小学科普以及科学精神的培育，在时代要求与学科呼声下，开展课程思政视域下小学科学教学设计与实践研究具有重要意义。

  基于政策文本引领以及现实实践需求，本研究探讨的问题有以下四方面：第一，课程思政视域下小学科学教学实施现状如何？第二，课程思政视域下小学科学教材分析框架是什么？第三，教科版小学科学教科书中有哪些内容体现了课程思政资源？第四，课程思政视域下小学科学教学设计与实践的策略有哪些？

  首先，开展现状的调查。通过对教师访谈以及学生问卷调查的分析，发现当前教师认可小学科学课程思政的意义以及效果，但在教学实践中仍存在不明晰小学科学课程思政的内涵、对教材资源的挖掘不深入；在尝试开展教学时内容呈现浮于表面、教学方式较为单一等问题与困境。

  其次，进行框架的设计。针对教师并不明确小学科学课程思政内容的问题，本研究通过政策文本以及学者研究分析，明晰了小学科学课程思政内容包括理想信念教育、社会主义核心价值观教育、中华优秀传统文化教育、生态文明教育、心理健康教育五个维度，并厘清了各维度下具体的条目和类目。

  再次，进行教材的分析。针对教师未充分了解小学科学教材中所包含的课程思政的问题，本研究建立了课程思政视域下小学科学教材分析框架，并依据该框架对教科版小学科学教材的第十一至十二册进行分析。最终得出了五大维度占比有差异，需要增加对中华优秀传统文化维度的研究；完善、补充较为缺少的类目与条目；将课程思政的五个维度与小学科学教材的四大板块充分融合的结论。

  最后，推进案例实践并进行总结与反思。针对现状调查中亟待解决的问题，结合教材分析结果，进行案例设计与实践。通过对课例一 ——《推动社会发展的印刷术》与课例二 ——《电和磁》的实践反思，总结出“五步走”的策略：首先要开展前情分析，确定小学科学学科目标；其次，选择适宜的课程思政内容，确立教学重难点；再次，基于课程思政资源，选择丰富的教学方法；同时，要反馈及时、具体、到位，明确学生发展方向，最终有机融合课程思政，构建课前课中课后育人一体化途径。

  In 2023, President Xi Jinping proposed that under the "double reduction" policy, science education should be added, and science popularization in primary and secondary schools should be strengthened and the cultivation of scientific spirit should be strengthened. These policies highlight the requirements of the times and the need for primary school science subjects to be integrated into the ideological and political curriculum.

  Based on the guidance of policy texts and the needs of real practice, the questions explored in this study include the following four aspects: First, what is the current status of the implementation of science teaching in primary schools from the perspective of curriculum ideology and politics? Second, what is the analytical framework for primary school science textbooks from the perspective of curriculum ideological and political education? Third, what content in the primary school science textbooks of the Education Science Edition reflects the ideological and political resources of the curriculum? Fourth, what are the methods and strategies for the design and practice of primary school science teaching from the perspective of ideological and political curriculum?

  First, conduct an investigation of the current situation. This study conducted interviews with teachers and students, and distributed questionnaires to students. We finally found that teachers have experience in curriculum ideological and political training, but rarely promote it in teaching practice due to tight class hours and other reasons; teachers do not know the purpose of primary school science ideological and political courses. In terms of connotation, teaching material resources have not been explored or are not explored in depth; when trying to carry out teaching, the content is scattered or superficial, and the teaching method is relatively single and other problems and dilemmas.

  Secondly, design the framework. In response to the problem in the current situation survey that teachers do not understand what dimensions of ideological and political courses in primary school science are covered when designing teaching, this study clarified the specific content of ideological and political courses in primary school science through policy texts and scholarly research and analysis. Dimensions, items and categories, and organize each specific dimension, items and categories into an analytical framework for primary school science from the perspective of curriculum ideological and political education.

  Next, analyze the teaching materials. In response to the problem in the current situation survey that teachers do not understand what ideological and political curriculum content is included in primary school science, this study encodes the analytical framework of primary school science from the perspective of curriculum ideological and political education and establishes an analysis framework for primary school science from the perspective of curriculum ideological and political education. Based on this framework, this study analyzed the 11th to 12th textbooks of primary school science textbooks from the Educational Science Publishing House. Finally, it was concluded that the dimensions of Chinese excellent traditional culture need to be studied in depth in the ideological and political curriculum of primary school science; the categories and items that are lacking in primary school science textbooks need to be supplemented and improved; the five dimensions of ideological and political curriculum need to be combined with the primary science textbooks The four major sectors are fully integrated.

  Finally, promote case practice and conduct strategic summary and reflection. In view of the problems that need to be solved urgently in the current situation investigation, case design and practice are carried out based on the analysis results of the teaching materials. Through the practice of lesson example 1 - "Printing to Promote Social Development" and lesson example 2 - "Electricity and Magnetism", we proposed  the "five-step" approach and strategy : situation analysis, determine the goals of primary school science subjects; select appropriate ideological and political content of the curriculum, determine the key and difficult points of teaching; select rich primary school science teaching forms based on curriculum ideological and political resources; give timely and specific feedback to promote students’ development; organically integrate curriculum ideological and political education, and build an integrated approach to educating people before, during, and after class.