First, set suspense to stimulate interest in learning.
In class, teachers set challenging scenes, leaving students with suspense to explore, which can effectively stimulate students' interest in learning. The setting of suspense should arouse students' interest, conflict with the existing social experience, or generate controversy among students. With curiosity, students can better participate and think positively. At the same time, teachers can also ask challenging questions according to the situation, and appropriately ask some questions beyond the experience level of Dr. Shen Xue, so that students' developmental thinking can be exercised and improved, and students can jump up and pick peaches.
As soon as I entered the classroom, I took out the demonstration instruments and materials I had prepared long ago when I was teaching "The ups and downs of potatoes in water". Then say to the students: Today, I will show you a little magic trick, OK? do you want to see it ? The students' interest in knowledge was aroused at once! Answer in unison: I want to see it. Then, I ask questions while operating. Do you think the water in the two tanks is the same? A: It's the same. Because the salt at the bottom of the nail sink is flat, students look up slightly when they look at the sink and can't see the difference. ) Are these two potatoes the same? A: It's the same. Now, I'm going to use this wand to pick up the potato lying at the bottom of the nail groove and let it float to the surface. Can you believe it? Some answer: letter. Some answer: No, I use a glass rod to stir the water in the nail groove until the potatoes float to the surface. The students were immediately stunned by this phenomenon. Who can pick up the potatoes sleeping in sink B? When a classmate came up, he stirred the water in the sink with a glass rod, stirring it left and right, but the potato never surfaced, which made the classmate flinch and the classmates dumbfounded. Suddenly a classmate raised his hand and asked loudly, teacher, did you do something in the water? This really broke the silence in one sentence, and an experiment to explore the ups and downs of potatoes in water began, and soon found the reason and reached a conclusion.
Second, create a situation to stimulate interest in learning
The famous educator Suhomlinski once said: If teachers are eager to impart knowledge if they don't try their best to make students into a high-spirited and intellectually excited state, then this kind of knowledge can only make people have an indifferent attitude, while mental work without emotion will bring fatigue. Therefore, in the process of science teaching, teachers should set attractive teaching situations for students, so that students can learn on the spot, thus stimulating students to think positively and explore scientific phenomena.
For example, in the teaching of "conductor and insulator", the teacher first shows a circuit board, and then asks if there is any way to make the light bulb light up and the buzzer make a sound. Student A: Turn on the switch. Further questions, if the circuit switch is off, is there any way to make the light bulb light up without the switch? The student immediately replied: Connect a metal at both ends of the switch to light a small light bulb. At this time, the teacher asked them to give it a try and tell them what made the light bulb light up. In this way, in classroom teaching, according to the connection between old and new knowledge, suspense is skillfully set to create a new situation, so that students can transfer their original knowledge and experience to a new situation, so that students can use their existing knowledge and experience to operate in this new situation, and prove whether the object is a conductor or an insulator by observing whether the light bulb is on or off. Students not only learned knowledge, but also cultivated their abilities.
Third, the use of games to stimulate interest in learning
Games are in line with children's characteristics, especially students in middle and lower grades prefer game activities. Lu Xun, a great writer in China, said: Games are the most normal behavior of children, and toys are their angels. Game activities can help children develop physical strength, intelligence, communication skills and feelings. Students are very welcome to use games in science teaching. In the game activities, they don't feel overburdened, and they are always immersed in joy and pleasure. And unconsciously gained knowledge and skills.
For example, in the teaching of lunar eclipse and eclipse, considering that students can understand it but it is difficult to really master it, in order to make the teaching more vivid and concrete, I organize students to play games in class: regard the lit lamp as the sun, let one student hold a ball as the moon, and another student stand still with his head as the earth. Then let the student with the ball turn between the light bulb and another student. When the light, the ball and another student's face are in line, another student says he can't see the sun. Other students also saw this from the shadows. Through games. Students can really master the knowledge of eclipse, and feel that learning is an easy and interesting thing. Therefore, I also have a strong interest in science.
Another example is teaching "how to identify them". After learning how to know things by touch, we designed a bag-touching game. Each group prepared a kraft paper bag with pencils, erasers, sugar, knives, coins, peanuts and other things in it. Ask students not to look, but to reach in and touch with their hands to see who touches the most things. Finally, they poured things out to see how much they touched correctly. Psychologist Freud said: Games are driven by pleasure, which is the source of satisfaction. Games are children's paradise. In classroom teaching, teachers design various games according to students' psychological characteristics and teaching materials, create teaching situations, satisfy students' playful psychology and create a pleasant learning atmosphere. This atmosphere can not only increase students' knowledge, but also develop students' language expression ability, improve students' observation, memory, attention and independent thinking ability, and constantly tap students' learning potential. In the relaxed and happy games, I deepened my understanding of science, played in school and middle school, learned vigorously and had fun, and enhanced my interest in learning science.
Fourth, do experiments to stimulate interest in learning.
In science class, many important laws are summarized through experiments. At the same time, primary school students are in the stage of physical and mental development, and being active is their characteristic. When they see a novel thing, they are sometimes dissatisfied with its appearance and want to explore its internal structure. Organizing students to operate and experiment in science teaching can improve students' interest and realize the practical significance of knowledge. As the saying goes, seeing is believing. . Scientific experiments are lively and interesting. Therefore, students are often much more interested in hands-on experiments than in listening to teachers, so almost all students are always looking forward to doing experiments in class. If experiments can be carefully designed in teaching to enhance students' interest and novelty, they can effectively stimulate students' senses, enhance their intentional attention, and thus stimulate their enthusiasm for learning.
For example, in the class of "Magnetism", the teacher said to the students: In this class, let's play with magnets. In the process of "playing", we should use our brains to discover the mystery of magnets and see which students find the most. Then experiment in groups and discuss with each other. The atmosphere in the classroom came alive at once. They will touch all kinds of magnets everywhere, and even leave their seats to touch doors, windows, blackboards and so on. Finally, the teacher led the students to make a summary: What did you find in the process of' playing'? How did you find out? And let the students show it to their classmates. Let the students who haven't found the magnet imitate the demonstration method just now and do it by themselves. This process of "playing" is the process of students' experiments, which not only gives full play to students' creativity, but also makes each student meet the cognitive goals of this class. This teaching method is conducive to cultivating students' thinking ability and creative ability. Teachers only play the role of foreshadowing, guiding and enlightening, and students themselves participate in the formation of knowledge and become the real masters in the classroom.
Another example is that in the teaching of water, students know that water is a colorless, odorless, tasteless and transparent liquid through watching, smelling and tasting. At this time, the teachers took out several liquids prepared before class, such as milk, white wine, sugar water, salt water, soy sauce and vinegar, and asked them to design their own experimental schemes to identify water. Every student began to use his hands and brains, and the classroom atmosphere was very active. After studying and discussing the results, everyone thinks that the most appropriate procedure is to look, smell and taste first. In this way, students not only clearly know what liquid water is like, but also master the method of identifying water. Things themselves do not contain interest, and interest comes from themselves. Some things don't look attractive, but if we get in touch and go deep, the situation will be different, especially if we practice some things, interest will naturally arise.
In short, flexible classroom teaching methods and colorful practical activities can not only create a relaxed and pleasant learning atmosphere, but also effectively bring students into the learning environment, activate students' thinking, mobilize students' enthusiasm for learning, and give full play to students' subjectivity and creativity. Students learn to study and explore in a relaxed and pleasant environment, so as to obtain the best teaching effect unexpectedly.