A large number of facts have proved that "knowledge does not mean virtue". Moral education is the most important among all educational activities in schools. In the process of science teaching in primary schools, moral education should not be regarded as an accessory, but should have the consciousness of moral education first, learn from the natural water, and closely combine moral education with subject education through infiltration and experience. Combining two into one is the best policy. Through years of teaching experience, this paper discusses how to infiltrate moral education in science teaching from the following aspects: 1. Preparation before class and classroom activities. Science lessons in primary schools involve scientific inquiry, life world, material world, earth and universe, and we often encounter obvious or inconspicuous learning content of moral education theme in teaching. Have a sense of moral education when preparing lessons. When preparing teaching activities, learning materials or experimental materials, we should consider designing moral education activities suitable for students' age characteristics and psychological characteristics. In classroom teaching, when it comes to the links related to moral education, we must find ways to infiltrate moral education into teaching materials and teacher-student activities without leaving traces. Taking the life world as an example, there are many places involved in moral education activities in the teaching materials. For example, in the third lesson of "Plants" in the first volume of the third grade, it is best to choose pruned plant branches and green bristlegrass in the field for observation, and the fifth lesson "Leaves of Plants" is also a very good design and practice activity to mobilize students to pick up fallen leaves on campus. In the first class of animals, students must discuss before observing activities. What problems should we pay attention to in the activity? After exchange and discussion, the students reached a consensus: take care of small animals, don't hurt them, don't disturb them, don't destroy their living environment, and pay attention to their own safety. Children will be impressed by such activities. In the following teaching, students will be very excited by using four kinds of observation and experimental materials: snails, earthworms, ants and goldfish. Teachers should be soberly aware that the discussion and behavior of caring for small animals and cherishing life has begun, and it is necessary for teachers to participate in it and give necessary guidance. It is also important to deal with some study materials after a class. For example, in the first six classes of the unit "Water and Air" in the first volume of the third grade, almost every class uses water more or less. After each class, how to deal with the water used for teaching activities and throw it away directly? For the next class. Collect it for other purposes? It seems that students can be considered to discuss such problems. The water used in the second lesson "Measuring the temperature of water" of the unit "Changes of temperature and water" in the second volume of the third grade can be kept for the third lesson "Water freezes", the fourth lesson "Ice melts" and the fifth lesson "Where do water drops come from". Practice has proved that instead of shouting "We want to save water" in environmental protection festivals such as World Water Day and World Environment Day, it is better to educate students with practical actions and details in these teaching activities, and the effect will definitely be much better than oral preaching. Paying attention to water is the same, as is paying attention to other materials or supplies. Outside the classroom, it is also a very important learning space. At this time, students will be more relaxed, think more positively and behave differently from the classroom. At this time, our teachers must not relax, have the consciousness of putting moral education first, and pay attention to students' words. Pay attention to students' behavior and conduct education in a relaxed, friendly and equal atmosphere. 3. When communicating and discussing with students, it is inevitable to talk about the latest scientific and technological progress, popular science knowledge or scientific and technological news. Pupils like to ask questions and discuss, but because they are still young, they are not strong in analyzing and distinguishing things. Therefore, it is necessary to tell students clearly that science also has ethics, and scientists are citizens and must abide by various laws and regulations. We must tell students that literature, art and magic are not science; It is necessary to remind students to be alert to commercial scams such as "melatonin", "nucleic acid health products" and "deep sea fish oil"; Let students know how to distinguish between science and pseudoscience: science can be tested by strict scientific methods, and there is no counterexample in its effective range and it is repeatable. Although pseudoscience claims to have scientific basis, its examples can't pass the verification of scientific experiments, and even hinder strict verification. 4. Scientific interest activities Scientific extracurricular interest activities are one of the activities that students like to participate in very much. Most of these students are quick-thinking, clear-headed, good at expression and more eager to learn than ordinary students. But they all have small shortcomings of one kind or another, which we can't ignore, but should be "strict in the strict, love in the subtle." Teacher love is great, but great love is seamless. To moisten and soak like water bit by bit is not necessarily fully reflected in classroom teaching activities, but in these interest activities. In such a democratic, harmonious and harmonious atmosphere, we can have face-to-face communication with students and communicate heart to heart to optimize the educational effect. In short, we should learn the gentleness of water and care for students with selfless teacher love. We should learn the fortitude of water and motivate students with strict requirements; We should learn the toughness of water and be tolerant of students. In the process of science teaching in primary schools, we should try our best to have moral education consciousness before teaching activities. First of all, we should design some questions or activities to provide students with opportunities to experience. Pay attention to moral education activities in teaching activities, and in addition, some viewpoints can be infiltrated in teaching language and teaching situation; After the teaching activities, we should discuss and reflect, and strive to do better in the next or future activities. We should broaden our horizons and pay more attention to curriculum standards in order to have flowing water at the source. Try your own ideas in every class, shock students with practical actions, stir up waves in students' hearts, or touch students and arouse ripples in students' hearts; Practice in the activities of contacting students more after class, carry out moral education without leaving traces, and pursue efficiency without going through the motions.