Science in Lin Yan Primary School of Sanjiang Central Primary School is a basic subject in the primary stage of compulsory education, and it is also an important subject for students' scientific enlightenment education. Today, with rejuvenating the country through science and education and actively promoting and implementing quality education throughout the country, science plays an important role in inspiring and developing the scientific thinking ability of primary school students. Science class is a combination of theory and experiment, and most scientific knowledge needs students to discover, understand and apply through hands-on experiments. In primary school science subjects, students' experimental class hours account for more than half of the total class hours. Hands-on experiments can stimulate students' interest in science, effectively help students develop their intelligence and improve their scientific quality. However, it is difficult to develop experimental science in rural areas. Rural primary schools are scattered on vast rural land. They are based in the countryside and shoulder the educational tasks of many rural children. They are real rural schools. Influenced by economic conditions, geographical location, education funds and other factors, experimental teaching in rural schools is a rather weak link. Mainly manifested in the following points: First, the lack of experimental teaching facilities in rural village-level primary schools is one of the objective reasons why it is difficult for villages to carry out experimental teaching. Without experimental equipment, teachers can't do demonstration experiments; Without a laboratory, students have no place to do experiments. Second, there is a lack of professional teachers in rural areas. Science classes are taught by teachers from other disciplines, and there is no professional teacher team. For various reasons, some schools lack teachers and have a heavy workload, so minor subjects like science have to muddle along. Science experimental classes are even less popular with teachers. Without the guidance of professional teachers, students' practical ability is correspondingly weak. Third, schools do not pay enough attention to it. Even if there are enough teachers, no teacher is willing to attend the experimental class, which is inseparable from the school's emphasis on experimental teaching. On the one hand, influenced by traditional ideas, teachers focus on two main courses, Chinese and mathematics, and think that science and related experimental teaching are just irrelevant as "minor courses". Therefore, there will be a phenomenon that the experiment demonstrated by the teacher in the textbook is not demonstrated and the experiment done by the students is not done. On the other hand, teachers' enthusiasm is not enough. In addition to the factors restricted by objective conditions, the subjective factor that experimental teaching is rarely carried out in rural areas is that schools do not pay enough attention to experimental teaching and fail to fully mobilize the enthusiasm of teachers. Suhomlinski, a famous educator, once said: "In the deep heart of human beings, there is a deep-rooted need to be a discoverer, researcher and explorer, and this need is particularly strong in the spiritual world of children." Students have the need to explore the world, but they don't know how to discover, study and explore, so hematology teachers should guide and help. Teachers should try their best to satisfy students' thirst for knowledge, and schools should try their best to help teachers guide students. Then, under realistic conditions, how should rural primary schools carry out experimental teaching of science courses? I think teachers can start with the following points: First, teachers should adjust their thinking, make good use of existing experimental equipment, buy some easily available experimental materials and collect experimental materials from students to ensure that some simple experimental teaching can be carried out. Rural primary schools have backward experimental equipment, no laboratories and no professional teachers. In addition, due to lack of funds, the school can't get experimental equipment. This is an objective reason. However, our teachers can't ignore the importance of science lessons to the cultivation of students' scientific thinking because of these objective reasons. Although the state is investing more and more in education, we can't wait for the experimental equipment to come to the experimental class with the dependence of "waiting, relying and needing". Even if the teacher can wait, can the growing students wait? I can't. Therefore, teachers should act immediately. First of all, we should make full use of existing equipment and don't let resources idle. Some schools have purchased some experimental equipment a long time ago. Teachers can sort out the equipment that can still be used, even a beaker or measuring cylinder, and bring it to the classroom for students to see, so that the concepts in their minds can be turned into objects. Secondly, the school is fully capable of purchasing some equipment, such as light bulbs, magnets, wires, batteries and other small materials. Teachers can apply to the school for purchase. These experimental materials don't cost much, the key is to see whether the school attaches importance to them. If the school refuses to invest any money, a bottle of wine is only a few dollars, and a light bulb is not fifty cents. Thirdly, we can also carry out activities of self-made experimental equipment and collect easily available materials such as nails, marbles and corrugated paper from students, which can make up for the shortage of existing experimental materials. Second, teachers should flexibly carry out experimental teaching, which is limited by conditions. When they encounter the equipment, it is difficult to carry out the experiments in the book. You can take the form that the teacher does not give a demonstration in class, and the students do experiments themselves. The next class will be demonstrated with the help of the students' experimental products. For example, I used this form when I taught the principle of leverage. The teaching goal of this course is to require students to understand the relationship between the distance and force between the resistance point and the fulcrum. When talking about theory in class, students certainly don't understand it thoroughly. So I arranged for my classmates to refer to the tips in the book in advance and go home to make a small steelyard. Students can find information by themselves, by themselves or by several people. The students are full of interest and the assigned tasks are well completed. They made handfuls of small steel scales with common materials in daily life. One of them is a square plastic box packed with moon cakes, with fine wool as the line, chopsticks as the beam and the old lock as the tuo. I choose a better one from the students' works to demonstrate, add an eraser to the "weighing pan", move the "weight", balance the weighing beam, and explain the relationship between the support point, the resistance point and the fulcrum to the students. Students are required to have a self-made small steelyard to test the theory, and finally write down the experimental conclusion. Through hands-on and hands-on experiments, students can deepen their understanding of theory. For another example, in the teaching of seed germination experiment, the experimental requirements and precautions are also explained first, and students are required to go back and do experiments. If there is no beaker, use the bottom of a mineral water bottle instead. I see that every student is very active. We were all very excited when they brought their own mung bean sprouts cultivated in plastic bottles to school. Another student transplanted germinated mung bean seeds into the soil, and then mung beans grew branches and leaves in the bottle. In class, I explain the conditions needed for seed germination and plant growth with the help of students' experiments, which students can easily remember. Of course, there are also unsuccessful experiments, so I will discuss with students why those seeds don't germinate and why the buds don't grow into plants, which will inspire students to think comprehensively. Third, teachers themselves should keep learning and charging. As the saying goes, to give people a scoop of water, you must have a bucket of water first. Most of the science teachers in rural areas are part-time teachers in other disciplines, and the knowledge in science textbooks in this province is also half-baked, which smells like being chased and sold by schools. This requires teachers to take time to study, save their strength, and study hard since they have taught. Only in this way can students be better guided. In short, as a science teacher teaching in rural primary schools, we should do our best to overcome difficulties, prepare experiments according to the requirements of the new curriculum, teach students experimental methods, guide students to experience the experimental process, cultivate and enlighten students' scientific thinking, and really improve their practical ability.