Reflections on the floating and sinking teaching of science in primary schools 1

It is mentioned in the Primary School Science Curriculum Standard that the basic starting point of science teaching is to promote students' all-round, sustained and harmonious development. I think it is very good, timely and appropriate. That's what I did: I fully followed the psychological law of students learning science in classroom teaching, built a good development platform for students, and creatively organized teaching work. Below I will discuss some experiences in teaching practice with teachers:

According to students' cognitive characteristics, guide students to learn to ask questions.

When they first learn science, the students in Grade Three don't ask questions, but they are interested because they don't know where to start and what kind of questions to ask. In the initial stage, we should pay attention to showing students the thinking process of finding problems through teachers' demonstration questions, so that students can be inspired and have laws to follow. Of course, on the basis of demonstrating questions, teachers should also combine students' cognitive level to appropriately inspire and guide students to try to ask questions.

1. Asking questions from science subjects

In science textbooks, many text topics have the function of making the finishing point. Guiding students to ask questions on topics is not only conducive to students' exploration and understanding, but also can cultivate students' questioning ability. For example, in the fourth lesson of science, earthworms lead students to ask questions after asking questions. Ask the students: What are earthworms like? How did it climb up? Where does it like to live?

2. Ask questions from the key and difficult points of the teaching content.

Asking questions about the key and difficult points in the teaching content is not only helpful for primary school students to learn knowledge, but also helpful for teachers to organize teaching around this problem in the teaching process. For example, in the seventh lesson, soil protection, a student mentioned, "Why do you say soil protection?" Other students burst into laughter after listening. When I asked them why they were laughing and how to explain it, they were speechless. In fact, this seemingly simple question is very valuable. Compared with soil erosion, this problem is solved. After students understand the seriousness of soil erosion, they will naturally think of protecting soil and preventing soil erosion.

3. Ask questions from antonyms in the text

There are seemingly contradictory things in some texts, which are the original works of editors and teachers. So as to know the truth and raise awareness. For example, there is such a student activity in the ninth lesson "Shen and Fu"; (1), the bottle floats in the water, how to make it sink? (2), plasticine sink in the water, with what method to make it float? (It takes 8 minutes to 10 minutes) Before the activity, let the students talk about how to use it. The students only said one result, "I want to change them". How can I change it? The student said, "Add water and change the shape." I said, "Well, let's try." The students are not curious, but watch carefully and record it. As a result, the plasticine floated and the bottle sank. As a result, the enthusiasm of the students came up and they discussed why, and the effect was good.

Through scientific teaching, I think we should not only consider the characteristics of science itself, but also follow the law of students' learning science, so that students can learn to think scientifically, solve some practical problems with scientific knowledge, cultivate innovative spirit and practical ability, form good emotional attitudes and values, and lay a good foundation for lifelong development.

Reflections on the floating and sinking science teaching in primary schools II

"Innovation is the soul of a nation; It is an inexhaustible motive force for the prosperity of a country. " With the advent of the era of knowledge economy, social progress and the development of science and technology, the demand for innovative talents is getting higher and higher. Cultivating students' innovative consciousness and ability is the requirement of the times and the fundamental task of implementing quality education. As a basic education-primary education, it is undoubtedly the best way to realize this task to have a good science class and carry out scientific activities. Science curriculum standards point out that in primary school, children have a strong curiosity and desire to explore the world around them, and they are willing to operate specific objects. This period is an important period to cultivate scientific interest, experience scientific process and cultivate scientific spirit. Therefore, in science teaching, all students must be involved in research activities for the purpose of inquiry, so that students can actively participate, find problems, ask questions, design inquiry procedures, draw conclusions and apply knowledge to solve practical problems. How to organize students to carry out scientific inquiry activities, so that students can always participate in teaching in a positive, excited, active, stable and lasting state, and cultivate students' innovative ability in activities? Let's talk about some reflections and experiences I got in the curriculum reform.

1. Inquiry activities should satisfy students' thirst for knowledge. According to students' curiosity, let students get great satisfaction, excitement and self-confidence in the activities. Curiosity is an obvious psychological feature of children. They are eager to explore everything around them and are good at actively discovering and asking questions. Teachers should grasp children's curiosity, understand from near to far, from shallow to deep, satisfy children's curiosity, encourage children to think more and ask more questions, and consciously protect and stimulate students' curiosity. Children are open-minded and imaginative. We should affirm and appreciate some surreal or whimsical ideas or problems of students, satisfy students to the maximum extent and establish self-confidence. In the process of interest formation, it further stimulates students' thirst for knowledge, arouses students' inquiry activities, and then becomes the driving force of innovation.

Students should be allowed to acquire knowledge through personal inquiry. Only through personal exploration can students get to know some phenomena in nature, put forward new explanations, new assumptions and new concepts, and make moves beyond their predecessors. Personal inquiry can not only cultivate students' ability to find and solve problems, but also cultivate students' scientific spirit, attitude and methods. Through personal inquiry, students' thinking ability, judgment, critical thinking and creativity have also been cultivated most effectively.

3. In the inquiry activities, establish a new relationship between teachers and students, and cooperate and share with each other. Teaching is a bilateral activity between teachers and students, and the quality of teaching directly depends on the teaching atmosphere and the harmony between teachers and students. Creating a lively and democratic classroom teaching atmosphere is an important prerequisite and guarantee for cultivating students' innovative spirit. A free and democratic science class can fully show students' personality and let them think, imagine, choose and make decisions independently in class. They should be given enough time in class to have a chance to carry out a series of innovative activities. In the classroom, teachers and students, students and students are not only the transmission of knowledge, but also the exchange of emotions. When we achieve "mutual trust, mutual respect and harmonious coexistence" in the process of interaction, students will become real masters of learning, thus daring to think, speak and innovate.

4. Create inquiry conditions, correctly guide and cultivate students' innovative ability. Every science teacher should have the understanding that the learning content of science class is not just textbooks, but the vast natural environment and humanistic environment around students' lives. Therefore, science teaching should make full use of various educational resources widely existing in schools, families, society, nature, networks and various media, put students' inquiry activities in a broad background, and help them continuously expand their experience of scientific phenomena around the world. For students, the method of inquiry is the most important. Teachers should guide students to learn various inquiry methods in combination with specific teaching contents. For example, explore through observation, experiment, thinking, cooperation and so on. In addition, inquiry is a kind of learning behavior of students, and students should be educated to persevere. . Students will encounter some problems and difficulties in their inquiry. At this time, teachers should give timely guidance, actively listen to students' opinions, encourage students to find solutions to problems, and avoid students being beaten to death. At the same time, teachers can also provide students with relevant materials, so that students can freely control and discover, so as to achieve the purpose of cultivating their understanding of things.

In short, teachers should carefully organize inquiry activities in science classes. Under the guidance and encouragement of teachers, students' creative inspiration is stimulated by personal inquiry, and students' initiative is brought into full play to make creative activities possible. Teachers can further develop the educational function of the classroom, cultivate students' innovative consciousness and creativity, and make the classroom a cradle for cultivating students' innovative ability.

Reflections on the floating and sinking science teaching in primary schools 3

In the past two years of primary school science classroom education and teaching, I deeply feel the difficulty of science teaching and know the difficulty and difficulty of science education and teaching. Now I will sort out and reflect on my experience in science education and teaching.

Reflecting on the science teaching in primary schools in the past two years, I deeply feel that science teaching is not easy, and I know the difficulty and difficulty of science teaching. Now I will sort out and reflect on my experience in science education and teaching.

First, the concept lags behind. Science is a relatively comprehensive subject, which is very beneficial to students now and in the future. But now some teachers (including myself and some school leaders) treat this subject as a traditional sub-subject, which leads to many teachers' lax, irregular and not serious attitude in scientific education and teaching, and also leads to students' careless attitude towards learning this subject. At the same time, it also leads to the low scientific quality of the school's education and teaching management, leading to the overall quality defects of students, misleading children, endangering society and damaging the country. What a serious problem this is! It deserves the eager attention, support and help of important people in education and many educators and leaders at the grassroots level. At the same time, it is also worthy of serious reflection by relevant direct management leaders. Whether the system is sound, whether the formulated system is really implemented, to what extent, whether there is a "forgotten corner" in a corner of the grassroots, whether there is fraud, whether teachers in various schools still have a careless attitude, and how to deal with the problem of "there are policies at the top and countermeasures at the bottom", and so on. These are serious problems that need to be seriously, practically and seriously treated and implemented by the leaders directly under the education. Otherwise, everything is empty talk, and everything is a false attitude! In short, the education and teaching concepts of leaders and teachers in the new curriculum reform must be completely changed.

Second, the concept is lacking. In recent years, the country has implemented various curriculum reforms. It can be said that the national education and training department has carried out a series of planned education and training in related courses of various disciplines every year. But whether the effect is good or not, I think everyone has a bottom in mind. To tell the truth, many of our teachers are now seriously bound by the old ideas of traditional education and teaching. In primary schools, Chinese and mathematics are regarded as major subjects, while others are minor subjects. When accepting the education and teaching training of the new curriculum, there is also this serious psychology of partiality, especially the leaders in charge of some schools, which leads to the teachers' careless handling when accepting the education and training of this "minor subject". Even some school leaders know that there is such education and training of related minor subjects, but they don't send teachers of related minor subjects to carry out corresponding education and training, which leads teachers to carry out such minor subjects. For example, in science classes, some teachers only read the text once, and students can just listen below. As for their related experiments, activities or some kind of exploration, the phrase "limited school conditions" pushed away things that students were very interested in. What's more, in order to save trouble, some teachers directly tell students the answers to questions such as current affairs knowledge, basic knowledge of geography or political common sense. These questions should be solved by students' serious thinking, discussion, communication or inquiry in or after class, which leads to students' bad habit of not thinking, not wanting to discuss and not being good at communication. Students' innovative thinking, unique thinking and other abilities in learning can not be properly cultivated. In this way, students get used to "their mouths are full of food and their clothes are stretched", so the more teachers teach, the more students learn. In addition, there are some grade science teachers who just randomly select some contents to teach their subjects. Of course, this may also be related to the fact that there are too few science subjects arranged by the school (some have only one class a week). In this way, teachers teach "easily", students learn "all over the world", and students get only scattered and unsystematic scientific knowledge. How can it be? Therefore, it can be said that as educators in the new era, it is necessary for us to seriously study the new knowledge and new ideas of curriculum reform, completely get rid of the shackles of old traditional teaching concepts and methods, enrich ourselves with new ideas and new knowledge, and improve our comprehensive knowledge level and overall quality. At the same time, we should have a serious and down-to-earth attitude in our work, so as to adapt to the education and teaching work of the new curriculum reform in the new period, and live up to the responsibilities entrusted to us by the state and the people and our future generations.

Third, the lack of resources in rural township primary schools, especially in remote rural primary schools, because of the serious shortage of teaching resources in scientific education and teaching at all levels, many of them involve experiments, activities or various problems that can only be solved through online inquiry. The teacher can only follow the book and simply pass over the "complicated" problems. Even if the teaching content is handled well, it will be "nothing". As a result, a chain reaction of leaders' ignorance, teachers' ignorance and students' inactivity has been formed, resulting in a bad situation that subjects are neglected, teaching materials, talents and other resources are wasted, students' intelligence and ability training are delayed, and students' lives are affected. At the same time, it also weakens teachers' teaching spirit and weakens students' interest in learning. Therefore, I implore the leaders directly under the superior, the main leaders of the school and the teachers to take active actions to create a good hardware environment conducive to education and teaching for the teaching of various subjects in primary and secondary schools, especially the so-called "sub-subject" teaching, pave the way for the gradual improvement of our new curriculum reform, and make full preparations for the country to train outstanding talents with all-round development for the society. In short, the education and teaching of science in primary schools need everyone's earnest efforts, support, cooperation and cooperation. At the same time, it is especially necessary to organize leaders and teachers of science teaching to change their teaching concepts, apply new teaching concepts, make efforts to tap available teaching resources, make full use of existing educational resources, and conduct science teaching as scientifically and wonderfully as possible.

Reflections on the science teaching of ups and downs in primary schools (Ⅳ)

According to the arrangement of the school and the teaching and research section, I taught Roots and Stems in Grade Three in the second week. "Roots and Stems" is the second lesson of the unit "Plant Life" in the second volume of the third grade of primary school science in Jiangsu Education Press. Roots and stems are very important components of plants, which play a role in supporting plants, absorbing and transferring water and nutrients in the process of plant growth. The design intention of this lesson is to guide students to understand the different types of roots and stems, and understand the main functions of roots and stems in the growth process. Spinach, garlic, cress and celery, which are common in life and familiar to students, are used selectively in teaching. Through intuitive observation and comparison activities, students can be guided to correctly grasp the morphological characteristics of straight roots and fibrous roots, and encouraged to try to classify roots, which can deepen their understanding of the shape and name of roots and thus understand the classification of plant roots more efficiently. As for stem, I introduced it to students through experiments, conversations and courseware demonstrations. Regarding the function of stem, prepare the stem inserted in red water before class, so that students can dissect it in class and have a deeper understanding of the transportation function of stem.

After the researcher analyzed the whole class for me, I think there is still room for improvement in this class. The choice of classroom teaching methods, the design of links and the intention of design need to be clear. In the process of root teaching, we can't clearly point out where the root is, so that students can't find the straight root when comparing the straight root with the fibrous root, but only pay attention to the tiny lateral root. When teaching stems, students can't find out where the stems of different plants are, so the teacher explains more. In terms of teaching methods, I always worry about students' acceptance, so the teaching methods are used too much, which does not reflect the concept of "double subject". I will follow the following principles in the choice of teaching methods in the future:

-The determination of teaching methods of scientific principles must be scientific, conform to the laws of scientific education, and conform to the laws of students' arbitrary understanding.

-the determination of the teaching method of the principle of subjectivity must be conducive to giving full play to students' subjective role and to students' active learning.

-The determination of the teaching method of activity principle must be conducive to guiding students to carry out scientific inquiry and to carry out various inquiry activities of students.

—— The determination of the teaching method of process principle must be conducive to students' personal experience of the inquiry process and gain the experience of the process in the inquiry process;

-The principle of innovation The determination of teaching methods should be based on the innovation of absorbing traditional teaching methods, and attach importance to creating some teaching methods different from traditional teaching methods.

Reflections on the floating and sinking science teaching in primary schools (5)

? Listening to sound is the first lesson of the scientific sound unit in primary schools of Education Press. Its main purpose is to guide students to listen to the surrounding sounds, describe the sounds in words and feel the changes of the sounds, so as to pave the way for the follow-up inquiry activities. At the same time, I integrated the contents of the textbook. In this lesson, I did better in several aspects:

First, optimize teaching resources and effectively integrate teaching materials.

Curriculum reform requires teachers to establish a correct view of teaching materials, and teachers are not only the executors of curriculum implementation, but also the builders and developers of curriculum. In the same classroom and different teaching methods, students get different emotional experiences, which requires teachers to have the ability of curriculum development and integration. In addition, the new textbook provides many new teaching forms, which requires teachers to implement creative teaching on the basis of understanding the intention of the textbook. In the teaching of "Listening to Sound", I incorporated the content of "the change of sound" to arouse students' desire to explore how sound is generated and lay a solid foundation for students' subsequent study.

Second, create effective scenarios to stimulate students' interest in inquiry.

At the beginning of the class, the topic of "listening to sounds" was changed to listening to sounds, which ran through all aspects of the whole class and gradually cultivated students' scientific attitude and habit of careful observation.

First of all, I created an effective situation for students to actively participate in activities and share their observation results with other students in order to achieve my teaching goals. In this class, I introduce music to bring students into the classroom. Students can't help humming songs to feel the sound initially. Then, by listening to the surrounding sounds and the sounds made by objects, we can recall and play the sounds we usually hear, and guide students to listen attentively to various sounds, experience the diversity of sounds and feel the different sounds made by different objects, so as to think and ask more questions about sounds and stimulate their interest in inquiry.

Third, organize effective inquiry activities to cultivate students' inquiry ability.

On the other hand, using games can effectively stimulate students to feel the change of sound. The two games make students feel the change of the direction and distance of the sound, let them think about the changes of the sound, and let them experience the changes of the sound from the games and their own practical activities. Finally, let them feel the strength of sound with a professional tool tuning fork, and raise their cognition to scientific understanding.

Expand the link, echo the music from beginning to end, let students experience the wonder of sound by playing dulcimer instruments, and effectively realize the desire to further study the sound.

Judging from students' classroom performance, students are active in thinking, actively thinking, actively participating in learning activities, actively exploring and discovering, and their learning is effective.

Of course, there are still many shortcomings in the teaching process: due to lack of teaching experience, the classroom organization is not compact and precise enough, which requires me to consciously exercise and cultivate in the future teaching. When listening to a tuning fork, I only prepared my tuning fork because of the limitation of conditions. If I take this lesson again, I want to prepare more tuning forks, so that students can experience the vibration and change of tuning forks personally, which is more intuitive.