(A) the choice of science textbook content
The content selection of science textbooks should change the bias of focusing only on knowledge and fully consider the requirements of content standards. Choosing knowledge that is conducive to understanding the most important and basic concepts and principles of scientific unity can highlight the activities of scientific inquiry, develop scientific inquiry ability, and better understand the theme of the relationship between science, technology and society.
The content selection of science textbooks should change the bias of emphasizing theory over practical application, and comprehensively consider the relationship between theory and practice. Students should understand that scientific theory comes from practice, is formed in the process of scientific inquiry, and returns to the application of technology, life and society.
The content selection of science textbooks should fully consider the relationship between the foundation and the times, pay attention to broaden the horizons of knowledge, connect with the development of modern science and technology, and let students accept more new ideas and new things that reflect the characteristics of the times.
The content selection of science textbooks should be conducive to the development of inquiry activities. Textbooks should break through the traditional mode of expounding subject knowledge and provide students with more opportunities for scientific exploration. In order to realize inquiry learning, the knowledge density of classroom learning should not be too high. To this end, we should get rid of the overly strict and systematic concept.
(B) the integration of science textbooks
The content standard of science curriculum is expressed and presented in five aspects, which does not represent the order of teaching content and the organizational structure of teaching materials, and needs to be recreated and integrated when compiling teaching materials.
The integration of science textbooks should strive to embody the concept of science as a whole. It can be considered from three aspects: unified scientific concepts and principles, scientific inquiry and the relationship between science and technology and society, and combined with the contents of life science, material science and earth, universe and space science. For example, the basic concepts such as matter, energy and information should run through the teaching materials, and the concepts such as system, structure level and function should be used to integrate and unify the life system, material system and earth space system at different levels, and the relationship between science, technology and society should be used to penetrate into all branches, so that the scientific spirit and humanistic spirit can be combined in education.
When integrating science textbooks, it is not required to completely break the boundaries of sub-disciplines, but in content, attention should be paid to the integration and convergence of knowledge and skills of different disciplines. Some topics are comprehensive in themselves, such as air and water, which involve not only the field of materials science, but also the fields of life science, earth, universe and space science. When compiling teaching materials, we should pay attention to their all-round connection and mutual penetration, and cultivate students' awareness and ability of comprehensive application of knowledge.
The integration of science textbooks should consider students' cognitive characteristics and development requirements. Grade 7-9 students are in the transition stage from concrete thinking to abstract thinking, and the requirements of teaching materials should adapt to this feature. For example, the requirements of seventh grade textbooks for students should generally be based on qualitative observation and description.
Science textbooks should have a certain logical structure after integration, but the forms of logical structure can be varied, such as theme structure, structure with science, technology and society as the main line, structure with the history of science as the main line, structure with inquiry activities and students' ability development as the main line, and structure with the logical development of scientific concepts as the main line. Or a combination of several of them.
For example, taking the relationship between man and nature as the main line, we can get the following structure:
Universe-man and the universe; Earth people and the earth environment; Life on earth-man and biosphere.
Another example is to construct the knowledge structure of the earth with the theme of catastrophic events: wind disaster-the movement of air on the earth; Flood-the movement of water on the earth; Earthquake, volcano-topography and crustal movement.
For another example, a series of water exploration activities have formed a comprehensive structure:
Explore the essence of water-water density, water pressure, buoyancy, melting of ice, boiling of water, dissolution of substances by water and conductivity of water; Discuss water and life; Investigate the utilization of water resources; Investigate water pollution.
Each structure has its own characteristics, and textbook writers should choose appropriate forms to reflect the characteristics of their own textbooks.
Introduction to science textbooks
The presentation of science textbooks should conform to the psychological characteristics and laws of students. We should pay attention to stimulating students' interest and motivation with vivid things, starting from what students are familiar with in their daily life, and then returning to the application of science in life and society. For example, the textbook provides students with garlic planting activities and compares the effects of water with different pollution levels on their growth, which is both interesting and easy for students to complete. Another example is the study of the solar system. The textbook guides students to carry out a series of observation activities, such as observing sunspots and craters on the moon, and finding and identifying planets, stars and constellations in the starry sky. Students have discovered a new world in the face of the familiar sky, which will make them feel more fulfilled and excited than ever before.
Some knowledge can be presented in the form of jumps, such as the pressure of a fluid. Only through some small-scale inquiry activities, we can understand the fact that "the flow is large and the pressure is small" and explain the phenomena in daily life without systematic development. In this way, students can have the opportunity to explore activities, broaden their knowledge and accept more new things.
The presentation of the contents of science textbooks should pay attention to the requirements of openness and guide students to carry out inquiry activities (including extracurricular activities); Guide students to broaden their knowledge horizons through various channels (including some unsolved problems in science at present); Guide students to pay attention to and participate in the discussion of scientific and social issues, such as the advantages and disadvantages of plastics, the advantages and disadvantages of greenhouse effect, the use and safety of nuclear energy, etc. Textbooks can present opposing facts and viewpoints for students to judge and discuss.
The compilation of science textbooks should have a certain and consistent style, and pay attention to diverse forms, lively arrangement, and popular and smooth words and illustrations. In the layout design of textbooks, some columns can be set up, such as "observation and thinking", "experimental exploration", "information search" and "Do you know". Pay special attention to the selection of pictures, carefully select pictures reflecting the development and application of science, and carefully design and draw pictures showing scientific situations, which will play a very good role in improving students' interest in learning, broadening their horizons and improving their thinking ability.