The world in children's eyes is a world full of unknowns and colors. Science class teaches them to observe things around them, explore their sources from bit by bit changes, and ask why one by one from time to time, which can cultivate children's curiosity and strong interest in recruitment. Starting from simple activities, let children know that scientific inquiry is not a cutting-edge thing, as long as they are attentive, attentive and careful, it is so simple and interesting.
(1), starting from the grass and trees around you.
Teach children to be a careful person, starting from the grass and trees around them and observing the plants on campus; Observe the roots, stems, leaves, flowers, fruits and seeds of plants; Observe the life of plants; Observe the small animals living around us, observe the soil, air and water; Observe clouds, fog, rain, snow, frost and wind; Observe the food we eat and understand the information on food packaging; Observe the electrical appliances at home, investigate the materials at home, watch the changes in the starry sky and observe the changes in the moon phase; Look for the mixture around you. There can be a series of activities for children to observe the changes of leaves with their own eyes and compare their shapes, sizes and colors; Appreciate the flowers seen in the four seasons, analyze the structure of flowers, study the color of flowers and the shape of corollas, smell flowers, think about the functions of flowers, look at the fruits of plants, see their colors, sizes and shapes, and some can taste them; Orange is sweet, apple is crisp, pear is fresh, watermelon is sweet, and strawberry is sour.
The children went to visit small animals. In the grass, in the flower beds, in the Woods, in the crop fields, in the biological gardens and in the ponds, they found flying butterflies, dragonflies, bees, swarms of ants, jumping grasshoppers, chirping cicadas, swimming tadpoles, cute silkworm babies, snails climbing step by step ... Children went to observe the appearance of these little creatures, understand their habits and play with them.
(2) Practice from the things around you.
Children go to the garden to collect plants, go to the suburbs to collect rocks, go to the wilderness to catch insects, go to the breeding garden to raise silkworms and tadpoles, go to the biological garden to plant flowers and trees, and go to the Woods to print trunk patterns. Back in the classroom, the children observed the structure of flowers and cells with magnifying glasses and microscopes, and observed and identified rocks by looking at two, touching three and carving four drops of hydrochloric acid. Children also make recycled rocks into rock display boxes, use leaves as leaf paintings and veins bookmarks, use insects as specimens, use paper cups as earth phones, use cans as sounding drums, use wood chips, plastics, cartons and foams as boats, use plasticine as the arrangement model of the solar system, use homemade filters to purify water, use sieves, funnels, filter papers and glass rods to separate mixtures, use evaporation to separate salt and water, and use paper and needles. Similar works came out, one model after another was born, and one product after another appeared. This is the pride of children, which is the result of children's practice. In the process of doing it, children have the joy and pride of success, as well as the lessons and gains of failure. Children have done and experienced, and their hands are more skillful and their hearts are more spiritual.
(3) Explore from the small changes around you.
The children planted the seeds of impatiens. They germinated, grew tall, produced red, purple and yellow flowers, and produced a string of fruits. When the fruits are ripe, they also explode the seeds far away, and let the descendants spread all over the garden. Life is so wonderful. Children take tadpoles home, their tails become shorter and their legs grow, and they even jump to live on land. This is the growth process of amphibians. It turns out that animals grow and develop by them. The children found some cups, water, salt water, plasticine and so on. To explore the sinking or floating of objects, so as to know why the big ship is made of iron but can still carry cargo, and why the submarine can walk straight in the water; They use plastic cups, chopsticks and salt to explore how much salt is dissolved in a glass of water and know how to extract salt from seawater. The children also found batteries, wires and small bulbs, lit their small bulbs, and learned simple circuits and series-parallel circuits; Children collect all kinds of paper, explore the secrets of paper, understand the different uses of paper, and serve students' lives; Children also know and use thermometers to measure the cold and heat of objects, and use convex lenses, candles, paper screens and matches to understand the imaging rules of convex lenses and the imaging principles of cameras and camcorders. They put the convex lens in the sun to light matches, thus associating with the origin and manufacturing principle of solar water heaters; They use rulers, rubber bands and pianos to explore the generation and spread of sound, learn to control sound and prevent noise pollution; Using sand table and watering can, do the simulation experiment of running water transportation, and do the simulation experiment of weathering with gypsum, seeds and stones to understand the formation of pebbles and strata; Use flask, red water, plastic bag, hot water, cold water, etc. Explore the thermal expansion and cold contraction of gases, solids and liquids, and understand the principle of making thermometers; Explore the three-state changes of water with salt water, beaker, alcohol lamp and plate to understand the formation of clouds, fog, rain, snow and frost; Use rain gauge, wind vane, thermometer, etc. It is necessary to measure the wind, wind direction and temperature, use the measured data to predict the weather, warn the students to wear more clothes, and tell the teacher whether it is suitable for the sports meeting tomorrow.
(4) Start innovation from the things around you.
It is helpful for children to explore in the best psychological state, to give play to their enthusiasm and creativity, to cultivate students' ability to find and solve problems independently, and to let students choose their own methods and try, transform or innovate. This is the purpose of our efforts. For example, students make boats. Around this activity, students choose different materials, including boats made of paper folding, boats made of cartons, boats carved with foam, boats made of disposable chopsticks, boats made of beverage bottles and boats made of wood blocks. Because different materials have different manufacturing methods, their uses and functions are also different. Because students' aesthetic standards are different, the decoration of the ship is also different, which fully reflects the emotional value of students. At the exhibition of students' works, the students were full of sense of accomplishment, joy and joy for their works.
Children pay attention to life. Starting from eating vegetables every day, they investigated the recipes of their classmates in the morning, noon and evening, as well as the changes of the four seasons. Then, they found rice, steamed bread, meat and vegetables, and analyzed the nutritional components of each food. Through a series of investigation and analysis activities such as surfing the internet, going to the library, going to the reference room and visiting experts, they have formulated a set for students of different seasons and different physiques. The phenomenon of children's partial eclipse has decreased, and some overweight or thin children know what to eat more and what not to eat more. After a period of time, they have achieved good social benefits, which is the result of children's innovation.
Second, using the advantages of resources to carry out science teaching
Locke, an educational psychologist, said: "The main skill in teaching children is to turn what children should do into a game." In the teaching of "Sun and Rainbow", children should be organized to go to the river in front of the school and play "splashing water" with their backs to the sun. In the happy play, students will come across scenes similar to rainbows, so they can easily grasp the situation and uncover the mystery of the formation of rainbows. According to the needs of teaching materials, students are purposefully organized to investigate whether the water quality is polluted by the river and observe the species, forms, living habits, sports methods and pebbles in the river; Investigation and analysis of soil composition, species, water conservation and crop growth in the countryside; Go to the hillside to observe the morphological structure and growth environment of roots, stems, leaves, flowers, fruits and seeds of plants, and properly collect and make plant specimens; There is also organizing students to carry out interesting activities such as catching cicadas, catching butterflies, fighting crickets and learning birds, so that students can not only learn knowledge but also cultivate their ability to observe natural things in pleasant activities; It not only reflects the leading role of teachers, but also reflects students' autonomous learning and subjective status. At the same time, it also stimulates students' thoughts and feelings of loving nature, and achieves the teaching purpose of science teaching from four aspects: knowledge, interest, ability and moral education.
Third, flexible choice of teaching methods, optimize classroom teaching
The main position of science class is classroom teaching. Reasonable and flexible teaching methods can promote students' active participation in learning activities, optimize classroom teaching and improve classroom teaching quality.
There are many teaching methods in science class, but they should be classified according to the different teaching contents and the characteristics of cognitive activities in teaching activities. Science class mainly includes basic cognitive activities such as observation, experiment, investigation and discussion, and correspondingly there are teaching methods to guide students to understand these activities. However, the teaching activities of science classes have an obvious feature: the cognitive activities of each class have obvious stages, and the learning of each class has to go through the process of perceptual knowledge and rational knowledge. Therefore, we should flexibly choose teaching methods according to the stages of cognitive practice activities of each class in order to obtain the fruits of knowledge. Otherwise it will interfere with or even destroy the cognitive process. For example, in the teaching course of object color, experiments are mainly used to study the sunlight reflected by seven-color light through different colors of glass and various colors of objects. In both experiments, students are allowed to explore phenomena independently, sort out and analyze phenomena, and improve their practical ability. For another example, in the teaching of convex lens, the combination of "observing experiments, collecting facts, analyzing and researching, finding out the law, drawing conclusions, popularizing and applying" is mainly adopted, so that students can find that the law of convex lens imaging is that the convex lens is close to the paper screen, which can form a narrow and clear image, and the convex lens is far away from the paper screen, which can form an enlarged and blurred image, and the imaging characteristics are inverted. In the teaching of plane mirror imaging, it is easy to know that the plane mirror is made of glass and a layer of silver powder by using the "contrast method". Then, through the plane mirror imaging experiment, students can find the characteristics of plane mirror imaging: the size of the object and the image are the same, and the distance between the object and the mirror, the image and the mirror is the same; The left and right directions of objects and images are opposite, and periscope is made according to the imaging principle of plane mirror. In a word, according to different teaching contents and different educational objects, flexible teaching methods should be adopted to better achieve teaching objectives.
Fourth, the use of audio-visual media to assist teaching.
With the rapid development of science and technology, modern educational technology came into being, and multimedia also entered the primary school classroom, providing modern educational means for classroom teaching. Teaching with the help of multimedia has tasted the sweetness, especially in science teaching. It can turn silent words into tangible pictures, organically combine shape, color, beauty, light, stillness and movement through the media, convey teaching information faster, more accurately and more vividly, make hidden images appear, become more vivid and intuitive, strengthen perception, promote understanding, effectively transform perceptual knowledge into rational knowledge, and stimulate students' learning enthusiasm, thus achieving the teaching purpose. For example, in the teaching of Biological Evolution, students are taken to the biological world from 600 million years ago to 70 million years ago by using multimedia teaching methods and self-made courseware, and the biological evolution process from ancient times to the present and the biological characteristics of each period are browsed, and these biological facts are comprehensively analyzed, so that students can easily understand the basic laws of biological evolution: from ancient times to the present, the biological world is always changing, and the changing trend is from aquatic to terrestrial, from simple to simple. Due to the use of multimedia teaching methods, the boundary between time and space has been broken, and the changes of biology from ancient times to the present, from far to near, from static to dynamic, from silent to colorless to vivid have been vividly, vividly, comprehensively and realistically displayed. It enlarges the teaching capacity, improves the teaching effect, and makes the classroom teaching three-dimensional, which can't be achieved by other educational means.
Fifth, self-made teaching AIDS promote experimental teaching.
The quality of science teaching depends on whether experiments are done or not, whether experiments need to be done or not, whether experimental phenomena can be observed or not, and whether experimental conclusions can be drawn. It is difficult for students to get perceptual knowledge, let alone rise to rational knowledge through blind preaching. Therefore, every phenomenon must be realized through successful experiments.
There must be corresponding teaching AIDS or instruments to do experiments, but rural primary schools are only equipped with some instruments and teaching AIDS due to the limitation of economic conditions, and the content of teaching materials is constantly changing, which makes a considerable number of experiments impossible, which seriously affects the quality of nature teaching. In view of this practical problem, I want to do everything possible to ensure the experimental teaching rate. After groping, the best solution is to use all kinds of waste materials, carefully design according to the content of teaching materials and on the basis of fully understanding the experiment. For example, on the basis of experiments in various science textbooks, I integrated relevant contents and designed and produced a combined teaching aid-a multi-purpose science teaching experiment box. This kind of box is easy to get materials, simple to make and easy to operate. It can shrink nature in the box and display natural phenomena intuitively, with obvious effect. It has become the most widely used teaching aid and can also be used as a learning tool. It can solve more than a dozen experiments, such as stove simulation experiment, airflow experiment, wind formation experiment, pinhole imaging experiment, convex lens focusing experiment, light linear propagation experiment, eyeball imaging experiment, myopia formation experiment, myopia correction experiment, soil water conservation experiment, lightning cause and so on. Insist on using self-made teaching AIDS or learning tools after class to ensure the development of experimental teaching.
In a word, if we want to have a good science class in primary schools, we must combine the reality, make full use of the advantages of resources, adopt flexible teaching methods and advanced educational means, strengthen experimental teaching and cultivate students' various abilities, and we will certainly achieve the goal of science teaching.