First, the status quo dialysis:
With the deepening of the concept of new science curriculum, the author found that the teaching ideas and concepts of these courses have been significantly improved during the course of attending lectures and observing activities. No matter which class is designed, the words "autonomous learning, cooperative learning and inquiry learning" are nothing more than expressions. However, due to the imperfection of some teaching concepts, we can't deeply understand the concept of new curriculum reform, and some problems are worth our reflection.
1, teacher's behavior constraint
Today, when curriculum reform is strongly advocated, many teachers can't help but sigh: I don't know how to take this course. After listening to many lectures and reports on the new curriculum reform, I know that my teaching behavior should be improved to meet the needs of the new curriculum standards, but the more I learn, the more I feel timid. This is not good, that is not good, which is embodied in:
(1) I dare not say more, because students lack effective guidance.
Under the influence of the new concept of science education, teachers are talking less and less, or even talking. Most demonstration classes, observation classes and appraisal classes are based on the principle of "speaking less". Teachers used to be thirsty. Now, teachers are listeners, spectators and cheerleaders. After a class, students don't have what they should have, and they lack the depth and breadth of science teaching. They blindly follow the fashion and pursue new ideas and concepts. They originally wanted to show students' autonomous learning, but even the basic knowledge points were not implemented. However, the teachers' beautiful ideas are not well reflected in the classroom. Due to the "silence" of teachers and students.
(2) Don't dare to comment more, and students lack instant evaluation.
Today, when "autonomous learning" is advocated, students are particularly active in class: they are good at asking and answering questions, which makes them particularly active. In the process of listening and observing, students can be seen leaving their positions and standing in the air with their hands up ... The author once heard a science teacher complain in a chat: "My classmates will say that my ears are not working when I ask questions, and there are 42 students in the class with seven mouths. Even so, teachers still dare not say "no" to students, for fear of being labeled as "undemocratic", which will dampen students' enthusiasm for autonomous learning and make students lack a good classroom routine training, which is counterproductive. In the open class and high-quality class evaluation activities, we generally don't see that some teachers' wrong answers to students are neither affirmative nor negative, and they are vague, lacking the link of teachers' scientific and correct evaluation of students. In this way, students' good study habits will not be effectively cultivated, but will affect the effect of students' autonomous learning.
2. "Performance" teaching method
Relying on a piece of chalk and a blackboard for science teaching has become a thing of the past. At present, in some science classes, the podium has become a "stage", such as using multimedia to teach, doing experiments and learning in activities, which has become a "fashion". It should be said that these new teaching forms are helpful to achieve teaching effect, cultivate students' learning quality and thinking quality, strengthen students' sense of cooperation and develop students' understanding ability of scientific knowledge. In the actual teaching, I heard such an open class. There are various forms of students' activities, such as self-study, cooperative discussion, courseware operation, video demonstration and experimental operation. In a class, the teacher is very busy, but the students are novel and happy for a while. However, the frequent appearance of audio-visual means has affected students' understanding of scientific knowledge and personal exploration. Therefore, teachers should use new teaching methods appropriately, don't abuse them, and don't go through the motions like vivid performances.
3. Formalization of cooperative learning
In order to change the present situation of "centralized teaching" of science classroom teachers, the primary school science classroom teaching under the guidance of new ideas advocates students' independent inquiry and cooperative learning. Students have a new view of the learning materials presented by teachers in teaching. They can communicate with each other in class, express their opinions, cause controversy and improve the effect. Nowadays, teachers emphasize "independent inquiry and cooperative learning" unilaterally. On the premise of students' independent inquiry, let students discuss in groups in a hurry, and a considerable part of cooperation in class only stays in form. Often as soon as the teacher announces the group cooperation and exchange, the students in the front row swish back, and the classroom is full of people. In a group of four or six people, everyone is opening their mouths, and no one can hear clearly who is saying. After a few minutes, when the teacher called "stop", the students immediately quieted down. The students who stood up and spoke opened their mouths and said "What do I think?" What do I think should be done? Students still care about "how am I" rather than "how is our group", and there is no real "group cooperation". In this way, whether it is necessary to use group discussion or not, frequent group discussion makes the classroom seem to be very lively, but in fact it is fragmented and has little effect. In addition, in the process of discussion, teachers give up the opportunity of proper guidance and guidance, and some shift from discussing the contents of books to discussing other aspects. This teaching fashion, which caters to "independent cooperation and inquiry" on the surface, is actually a distortion of the teaching values of new science.
Second, the specific reflection:
According to the above students' "autonomous learning" in science teaching, it is worthy of our teachers' reflection:
1, autonomous learning should be assisted by effective guidance from teachers.
Autonomous learning is neither free learning nor laissez-faire learning. It requires students to have certain learning ability and positive learning mentality. As a science teacher, in the process of teaching practice, we should encourage students to work hard with modern teaching concepts and teaching guidance strategies, and gradually form a good attitude towards autonomous learning and good thinking habits, so as to realize the realm of "teaching for the sake of not teaching", but teachers should not become spectators and bystanders. The teacher's explanation, teacher's evaluation and teacher's guidance should be grasped. For example, some teachers in open classes and high-quality classes try their best to conform to the pre-buried ideas, but students just don't follow the teacher's ideas. They talk about the east for a while and attack the west for a while, which is a mess. The teacher also follows the students, being a spectator and an audience for a while, completely giving up his leading role. As a result, the well-designed classroom seems a bit messy. If teachers can properly guide and guide students at this time, it is not difficult for students to extract effective information from life practice, observation practice and hands-on practice, and the classroom effect will be greatly improved. At ordinary times, we oppose the teacher leading the students by the nose, but we also oppose the teacher following the students' ass. Teachers should immediately improvise, organize and evaluate students' classroom performance. The author believes that in the process of science teaching in primary schools, teachers should avoid what students do; Teachers should help students who are beyond their power; Teachers should do what students can't do. Under the correct guidance of teachers, students have the right to choose their own learning content, the right to question teaching materials and teachers' explanations, the right to decide students' methods, and the right to design their own exercises and homework. Only in this way can autonomous learning be implemented.
2. Autonomous learning should be based on teachers' immediate evaluation.
The new science curriculum standard points out: "The main purpose of evaluation is to fully understand students' learning process, motivate students to learn and improve teachers' teaching, pay attention to students' scientific learning level, and pay more attention to students' emotions and attitudes in scientific activities, so as to help students know themselves and build up their self-confidence. "At present, the center of autonomous classroom teaching has changed from teaching materials to the development of students. Teachers should treat every student with a developmental perspective, provide various opportunities in the learning process, and evaluate students in many ways. However, in actual teaching, we can easily find some inappropriate behaviors: for example, no matter how students answer or finish, teachers always praise them with "good" and "very good". Regardless of students' study habits in class, teachers turn a blind eye to the feet on the stool and the people standing in the position. No matter whether students listen to others' opinions in cooperation and communication, they are just talking, but teachers turn a deaf ear ... Over time, some students gradually develop a bad study habit, either self-centered or others-centered, which leads to poor teaching effect.
In my opinion, since evaluation is always accompanied by teaching activities, teachers should express their views in time from the perspective of evaluation and the height of students. When students succeed, teachers should praise them, appreciate the uniqueness of each student's point of view, appreciate each student's efforts and progress in learning, appreciate each student's doubts and desire to learn and surpass themselves. However, evaluation is not the same as appreciation. Teachers should criticize and criticize some students' bad study habits in the process of students' independent participation in learning, gradually guide students to master correct learning methods and cultivate students' good study habits. Only in this way, students can not only enjoy the successful experience, but also know their own shortcomings from the teacher's immediate evaluation, so as to truly learn to know themselves and appreciate others, make evaluation the driving force for students' development, and improve the effectiveness of students' independent participation in learning.
3. Autonomous learning should be based on students' independent inquiry.
Science "New Curriculum Standard" points out: "Primary school science is a scientific enlightenment course with the purpose of cultivating scientific literacy, and its course purpose is to cultivate students' scientific literacy. The formation of a person's scientific literacy is a long process. In this process, we should advocate a new form of classroom teaching based on students' independent inquiry and cooperative communication. " But at present, no matter what the content is, teachers always emphasize autonomous learning in cooperation, pay attention to the lively scene, and don't give students time to explore independently, which ignores students' personality differences. When some teachers ask questions, they either let the students "fully discuss" or give them symbolic thinking time. Due to the lack of enough thinking time, some students can't express their independent opinions, so they have to listen to others' ideas. At this time, they regard other people's ideas as their own, which seems to have a feeling that they can get it easily. Over time, they form an inertia, waiting to eat other people's "ready-made meals", and there is no independent study at all. For example, there is a student in my class, Wang XX, who usually does his homework clearly and neatly with very high accuracy. When she was tested or evaluated at the end of the term, the situation was completely different. Among the students who still need to work hard, she will always be indispensable. Once, I tried to ask her, "Did you copy your usual homework?" She said, "No, I discussed it with Jiang XX." . I won't know until I ask. The so-called discussion, in fact, is Jiang XX (top student) talking, and Wang XX is listening to the answer. The student usually asks for independent problem solving in class, and his homework is always late. It's natural to get used to it. When doing homework, she always relies on "discussion" with Jiang XX, and her independent inquiry ability is particularly weak. Self-study has become a "blank check" that can never be "cashed". Therefore, in teaching, we should pay attention to leaving enough time for students to practice, listen and think, giving students the opportunity to study freely and explore independently, so that students can explore freely and openly according to their own personal experiences, and don't turn the learning process of students into a process of cashing answers or chatting. If students form their own independent opinions and then show and communicate, the effect of autonomous learning will be more obvious.
4. Autonomous learning should be supplemented by the extension of knowledge.
Educator Suhomlinski pointed out: "In my opinion, teaching students to acquire knowledge with existing knowledge is the highest teaching skill." The process of students' learning knowledge is to process and understand new knowledge information on the basis of original knowledge and experience, and to expand and extend knowledge. In classroom teaching, teachers should grasp the relevant connection points to design, master the slope, depth and intensity, closely follow the actual thinking of students, and introduce students' thinking into the nearest development area. After prototype inspiration, practical experience and induced innovation, we make full use of the "eyes" provided by scientific activities to create imagination based on perceptual materials, put forward intellectual challenges and acquire scientific knowledge. After class, students should also be guided to learn to explore some unsolved problems in class independently. For example, after the class of Silkworm Baby, the teacher can guide you like this: Do you want to know more about Silkworm Baby? How do you want to acquire this knowledge? (Look it up in books, look it up online, and learn from others ...) Then, organize students to enter extracurricular study groups, and designate the person in charge of learning to study independently, so as to extend and expand knowledge, handle the balance and harmonious integration of knowledge-based goals and development goals in time, promote students' development in the process of knowledge acquisition, and implement knowledge and skills in the process of development.
Third, the implementation strategy:
To fully understand the concept of new curriculum standards, students should really become the masters of learning and cultivate and improve their autonomous learning ability. As a science teacher, we should develop a good teaching habit of reflecting and improving at any time in classroom teaching, and we might as well adopt the following teaching strategies:
1, focusing on the change and innovation of learning methods.
The teaching process under the new curriculum standard is an interactive process of communication and common development between teachers and students. Teachers' teaching methods should serve students' learning methods, and students are the main body, so we should respect students' personality differences. In teaching, we should strive to create a relaxed, free and harmonious learning atmosphere for students, which is not limited to the particularity of science subjects, but should make use of the integration of subject contents, such as: guiding students to observe, practice and explore through beautiful music melody, intuitive image display and rigorous and scientific data description, and actively participating in learning, so that learning can become an active and personalized process under the guidance of teachers, thus constructing "creating situations and asking questions" In the process of teaching the ups and downs of potatoes, the teacher first plays the courseware The Mystery of the Dead Sea. After listening to the story, the teacher seized this opportunity and asked: Do you have any questions to ask? In this way, asking questions in time and guiding students to ask scientific questions independently is really a change in teachers' teaching methods and learning methods; Then the teacher showed two potatoes, one big and one small, and two cups (filled with different liquids) to demonstrate the ups and downs of potatoes. Guide the students to ask what questions according to the teacher's demonstration experiment. Boldly guess, what factors may be related to the rise and fall of potatoes? Instruct students to make research plans, and then group experiments for on-site verification; In this way, we naturally entered the stage of independent exploration and experimental verification, and actively explored that the ups and downs of potatoes are related to the difference of liquids and the proportion of liquids. Group report, teachers and students concluded that the buoyancy of salt water is large and that of clear water is small. Then play the courseware "The Mystery of the Dead Sea" again, and ask the students to explain it by name, which will be easier. Finally, pay attention to the extension after class and guide students to think: What is the use of the knowledge learned today in daily life? If you put the potato in oil, honey or other mixed liquid, will it float? In this kind of learning activity, students' learning style not only stays at the level of questioning, listening, experiment and verification, but also involves the trinity of thinking, behavior and emotion. Therefore, the innovation of teaching methods also promotes the transformation and innovation of students' learning methods, stimulates students' autonomy and enthusiasm in learning, and cultivates students' attitude and ability to master and apply scientific knowledge, so that every student can be fully developed.
2. Pay attention to the selection and improvement of learning materials.
The choice and improvement of materials determine the development level of students' understanding. Textbooks only provide the basic contents and ideas of teaching. On the basis of respecting textbooks, we should choose, supplement and adjust the contents of textbooks purposefully according to students' reality. To change the phenomenon that textbooks are regarded as "bibles", the provision of learning materials should go through the improvement process from piecemeal to systematic, from monotonous to stimulating interest and thinking. Some boring learning materials far away from students' lives in the original textbooks can be dealt with boldly, others can be pasted into students' lives, or simply organize students to participate in providing material information, from which to explore and understand knowledge points, and use the old textbooks with the ideas and viewpoints of the new curriculum can stimulate students' interest in learning and make them participate in learning independently. For example, in the teaching of "birds", I choose and improve the materials like this:
First, I made a slide show of bird life with music (cuckoo eats insects, Huang Peng feeds chickens, magpies build nests, owls catch mice, gloat, eagles catch snakes, swallows catch insects and so on). The introduction to the class aims to let students know about the life of some birds, and then stimulate their desire for observation and research, so as to smoothly enter the discussion on the essential characteristics of birds, and also serve as the material for the later bird-loving education.
◆ After the first trial teaching, I found that I made many mistakes in selecting materials. At the Council meeting, teachers put forward the problems existing in the teaching material structure and the corresponding improvement suggestions. Everyone thinks that the introduction of the course should not only create a situation for students to study birds, stimulate their interest in research, but also provoke students' thinking contradictions. Therefore, we have added some animals that students look like birds and non-birds, such as dragonflies, bats, chickens, ducks and geese. After watching the slides, students can immediately have the question "What is a bird?" and can't wait to find out this question.
◆ After the second improvement, it is found that the improved material can basically achieve the expected effect, but new problems are exposed during the discussion: students say that "feathers are the hairs on birds" and "there are hairs on them", but they do not pay attention to the structure and distribution of feathers. Therefore, in the third teaching, we added a feather, a feather (for teachers) and eight bunches of rabbit hair (for students), and asked students to observe pigeon feathers when discussing feathers. At the same time, a lot of extra-curricular knowledge, such as love birds, bird protection methods, outstanding birds, etc., is added to the webpage production, which is convenient for students to click freely and consult more scientific knowledge about birds. The whole teaching activity is not to let students learn according to the contents of books, but to improve and deal with the teaching materials appropriately, and always provide students with intuitive images and vivid web pages to carry out inquiry learning. Because the study materials are close to students' lives and extracted independently, I am particularly interested in learning. Paying attention to the selection and improvement of students' learning materials creates an innovative and practical learning environment for students, which not only stimulates students' learning motivation and desire to explore, but also enables students to have a successful experience physically and mentally, so that autonomous learning can be truly implemented.
3. Pay attention to the experience and reflection of the inquiry process.
(1) Experience the query process
In order to enable students to learn independently effectively, we must emphasize personal experience, that is, let students practice and experience in person. There should be enough time in the classroom for students to deeply understand the learning materials, that is to say, the learning process should be fully developed, so that students can gradually establish scientific knowledge in the process of personal experience and teaching experience, design open and valuable questions, let students think independently, cooperate and exchange, explore and verify independently, respect students' individual experience, and encourage students to express distinctive opinions, which is conducive to strengthening students' personalized learning behavior. For example, in the teaching of Air and Our Life, on the basis of understanding the goal of scientific inquiry, I organize students to carry out inquiry learning on breathing-related issues, and pay attention to learning students' infiltration and acceptance of scientific procedures, inquiry processes and inquiry methods. According to the cognitive procedure, let the students fully experience the inquiry process and carry out inquiry activities, that is, let the students breathe fully by themselves and communicate in groups. In order to make the students' excitement focus on "inhaling gas and breathing", combined with multimedia courseware, the animation scene of inhaling gas and exhaling gas passing through the respiratory organs is displayed, which makes the students want to know quickly among many interesting questions: "What's the difference between inhaling gas and exhaling gas?" In this way, students can have a purposeful inquiry experience, experience a series of scientific activities such as inquiry and creation, practice and observation, abstraction and induction, discovery and application, and independently discover and explore new knowledge, so that students can feel the inquiry and challenge of scientific questions, and realize the order of scientific thinking process and the certainty of scientific conclusions. It highlights the systematicness of knowledge, students' personal experience, questions, methods and knowledge acquired by students, which naturally cultivates and improves students' autonomous learning ability.
(2) Reflecting on the inquiry process
No matter at the end of any class, I think it is necessary for teachers to consciously set aside some time for students to ask questions and put forward some difficult problems. On the one hand, let students ask questions about the knowledge they don't understand in this class and solve them in time with the help of teachers and students; On the other hand, letting students ask valuable questions not only cultivates students' questioning ability, but also creates new "disharmony" in students' cognitive psychology and forms an atmosphere of re-exploration. After solving this problem, guide students to reflect on the process of inquiry learning and activities: how do we solve a practical problem? From it, we can extract scientific thinking methods and effective strategies to solve problems and acquire new knowledge, and consciously point our thinking to scientific thinking methods and learning strategies to gain the ability of independent learning.
4. Pay attention to students' emotional experience and sentiment.
Modern teaching philosophy holds that: in addition to knowledge learning, classroom teaching has a main line of emotional communication, and teaching activities are completed under the mutual parallelism and mutual restriction of cognition and emotion. Positive emotional experience can promote the activity of students' brain cells and stimulate students' strong desire to learn actively. If there is frank cooperation and evaluation between teachers and students, students can not only experience the joy of success, but also sincerely feel the teacher's love for him, which can stimulate students' interest in autonomous learning. In this atmosphere, even students with learning difficulties will reduce their fear and resistance to learning and actively participate in learning activities. On the contrary, negative emotional experience will dampen students' enthusiasm for learning and make them anxious because of temporary failure. In teaching, students should be guided to experience and feel from the heart according to their existing life experience and emotional experience. For example, in the teaching of How I was Born, a week before class, teachers can organize students to collect information on the topic of "How I was born". The collection methods are: consulting related books, searching online, interviewing parents and other related people. In advance, the students raised many realistic and meaningful questions on this topic. They are full of interest in the birth of life, but sometimes they feel embarrassed. At this time, teachers should give more encouragement, let children know their growth process, realize the value of life, and establish good feelings of loving their mothers and life. Realizing that science, society and people are inseparable, I have a deeper experience and understanding of life and affection. In this way, a person's emotional experience silently infects every student in the class, expanding students' participation and cooperation. Some students can rekindle the spark of wisdom and create new problems in the experience of mutual success or failure. Therefore, in the teaching process, paying attention to students' emotional experience and sentiment can stimulate students' autonomous learning and innovation more effectively.
In short, as long as our science teachers constantly update their educational concepts, sublimate their teaching concepts, learn lessons from teaching practice, sum up experience, explore new methods and new ways, put the spirit of students' autonomous learning into all aspects of teaching, constantly study and improve autonomous learning, constantly surpass themselves and form their own characteristics, we will certainly be able to open up more ideal new ways and truly make autonomous learning move from form to essence.