First, multi-level excavation of environmental education penetration points in science textbooks.
The entry point can be intelligence, skills, values, emotional attitudes and so on. A science teacher should be good at fully excavating all factors closely related to science curriculum and environmental education. The arrangement of teaching materials mainly has two levels: one is to protect the environment from pollution, such as water resources in my hometown, air and us, air pollution and protection, and the other is to maintain ecological balance, such as food chain. "China Rare Animals and Plants" and other knowledge. For the relatively simple knowledge of water pollution and air pollution, the textbook emphasizes on field investigation, such as asking students to investigate the dust that falls on their window sill in one day, and what are the main components of these dust particles; What factories are there near home, etc. So that students can acquire knowledge in the investigation, understand the present situation and causes of water and air pollution, and formulate corresponding measures to protect the environment. For more complicated knowledge about ecological balance, we should start with understanding the living environment of animals and plants. For example, teachers and students discuss the living environment of earthworms and the environmental factors needed for soybean germination. Finally, it is concluded that all living things must live in a certain environment. Then, what would happen to living things without this environment was discussed. In order to understand the relationship between organisms, the textbook arranges students to understand the food relationship between organisms first, and then understand other relationships between organisms. In order to understand the interdependence between human beings and living things, teachers can first introduce the consequences of destroying the forest community environment, and then understand the consequences of destroying other environments, so that students can realize the importance of protecting the ecological balance of nature.
Second, multi-channel implementation of environmental education in science teaching assembly point
In science teaching, teachers can adopt flexible teaching methods and carry out environmental education for students through various channels. Discussion .54438+0.
Discussion is an important teaching method in science teaching in primary schools. It refers to a way for students to express their opinions and learn from each other around a central issue under the guidance of teachers according to their own perception and level. Through discussion, students can inspire each other, complement each other, brainstorm, improve together and deepen their understanding of knowledge, thus improving their cognitive level. For example, in the teaching of "air pollution and protection", they raised this issue and the students began to have a heated discussion. Some say it comes from automobile exhaust, some say it comes from domestic waste gas, and some say it comes from factory chimneys. At this time, the teacher further put forward: "among these many phenomena, what can we primary school students stop?" Students spoke enthusiastically: "Parents can be mobilized not to smoke, ride fewer motor vehicles as far as possible, and cook with gas as much as possible ..." Such a heated discussion enabled students to receive environmental education in a subtle way.
Investigation activity means that teachers should take students out, receive education in nature, discover and solve problems in person like scientists, and use observation, experiment, investigation and other methods to collect factual information for cognitive activities. For example, lead students to inspect the waters near the school. When observing that there are many floating objects on the river, the water turns black and the water quality stinks, students will naturally ponder: "What will happen in the long run?" This is of great significance to students' lifelong learning.
Screening activity is an educational form in which teachers use modern teaching methods to show some environmental information to students in sound, light and color. Using multimedia technology, some special cases that are not often seen in life, or cases that have happened in history, can be witnessed by students, which will better explain the problem and be more convincing, and can achieve the effects of turning the past into the present, turning the far into the near, turning the static into the dynamic, and turning the small into the big, such as the food chain. You can use video and other media to grasp the key points, break through the difficulties, understand the basic concepts of food chain and food web, and let students clearly understand the extremely complex relationship between animals and plants, including the extremely important food links. If any link in the food chain is destroyed, a chain reaction will occur, which will damage the whole food chain and even the whole food web, eventually leading to the destruction of ecological balance and endangering human life and survival.
Internet is a new front for students to carry out environmental education. Students are willing to use rich resources to surf the Internet, so that they can quickly and accurately search for information about environmental issues, vivid pictures and animations. The above discussion and investigation are inseparable from the support of network information. It is precisely because students have obtained a lot of environmental information on the Internet that their discussions have rules to follow and have something to say. At the same time, with the help of the Internet, they can guide students to publish reports written after environmental investigation, so as to make more friends.
Third, fully develop the expansion points of environmental protection education in extracurricular activities.
1. Carry out comprehensive environmental protection practice activities in combination with classroom teaching.
Carrying out comprehensive environmental practice activities can consolidate the effect of classroom teaching. First of all, it can promote the improvement of teaching quality and help to fully implement the education policy. Secondly, it can cultivate students' good learning motivation and ambition to love and study science; Furthermore, it is conducive to cultivating students' ability to work independently and promoting the development of students' personality hobbies. For example, in view of the increasingly serious environmental pollution problem, we have carried out research on anti-pollution plants. Students can use modern and advanced information technology to find information on the Internet, make plans and start experimental research.
2. Carry out environmental education in combination with popular science activities.
Society is a big school, and we should let students get more education about environmental protection in this big school, such as Arbor Day, Bird-loving Week in April, Environment Day in September and so on. Science teachers should take advantage of these opportunities to educate students on environmental protection.
3. Mobilize students to publicize environmental protection knowledge to parents.
The strength of students should not be underestimated. Teachers should let students play a role in the family, let them become small propagandists of environmental protection, publicize environmental protection to parents, relatives and friends, and at the same time let themselves be subtly educated in publicity. For example, we organize students to participate in the mobilization meeting of "Creating Civilized and Sanitary Villages and Towns" held by the town Party Committee and government, so that students can listen to the report and participate in the "Survey on the Status of Civilized and Sanitary Villages and Towns". It also educated parents and students' neighbors, promoted the creation of civilized and sanitary villages and towns, and was well received by the society.
4. Organize students to participate in environmental public welfare activities.
Our residential areas all exist in the form of communities, so we should often organize students to participate in community public environmental protection activities, such as "farewell to garbage" and "smoking is harmful to health, and I suggest you not to smoke". In short, we should mobilize our students to do everything possible to pay attention to our living environment and our future!