Primary school scientific papers 1000 words 1
On the Effectiveness of Science Classroom in Primary Schools
Science course is a brand-new course, which is completely different from the old textbook and gives people a brand-new experience. In the past, natural science teaching only focused on imparting scientific knowledge and training skills, but today's primary school science classroom should focus on the connection between scientific knowledge and life. Our approach is: let students get close to life to stimulate interest, understand the materials close to life and operate in combination with life practice, and expand and extend the scientific knowledge of primary schools on the basis of returning to life.
Keywords: primary school science classroom return to life
As the teaching of this course in primary schools in the past, it was to teach natural science textbooks, and rarely viewed teaching activities from the height of students' lives, making the study of scientific knowledge a burden of students' lives. Many students are interested in the new science curriculum, so that students can return to life, get close to nature, learn more scientific knowledge and content in real life situations, and feel the fun and endless mystery of knowledge in real life experiences. Therefore, what should science classes focus on? Small class, big life? Science teachers should combine students' life experience and existing knowledge, design interesting and meaningful life situations, infiltrate students' lives in science teaching, take the road of life-oriented science teaching, and let science teaching return to life. We have also made some thoughts on this issue in combination with our own teaching practice.
First, close to life, stimulate students' interest in learning science
Makarenko, an educator in the former Soviet Union, once said: A good beginning is half the battle. ? A good introduction of new courses close to students' daily life situation can make students clear-headed and interested. And strong interest is an important psychological factor in students' learning activities. Students' desire for learning often comes from interest, which can make students have tenacious pursuit and active exploration of scientific knowledge. To cultivate students' interest in learning, science teachers are required to talk about applied science in combination with real life in the usual teaching process, so that students can learn knowledge in a relaxed and pleasant atmosphere. For example, in the teaching of heat conduction, a teacher asked: A baby is hungry and crying. The old woman wants to cook a glass of milk for the baby, but the milk is too hot to be fed at once. Can you help the old lady think of a good way to make the baby finish this cup of milk quickly? Middle school students have also had the experience of making milk and coffee in their lives. Under the infection of the situation, students can combine their own life experience and come to offer suggestions. Constantly stirring with chopsticks can make milk dissolve faster and cool faster. Put it upside down in a large stainless steel plate and blow the fan. Pour milk back and forth in two cups? When life situations are introduced into classroom teaching, students will feel that science is not so unfathomable, but close to them and will be interested in experimental design.
Second, close to life, so that students can fully understand the learning materials
"Science Curriculum Standards" points out:? Scientific learning should take inquiry as the core. ? Inquiry is a process of practice, experience, discovery and creation. To improve the efficiency of scientific inquiry, effective selection of inquiry materials is the foundation and key. ? Materials cause learning, and materials cause activities? . Learning materials are the basic carrier for students to solve scientific problems, acquire scientific knowledge and improve their inquiry ability, and are also important resources for students to feel the connection between science and life and experience the value of science. The inquiry materials of science classes in primary schools include all information materials and physical materials that can be observed and explored. Such as textbooks, picture books, extracurricular reading materials, media information, what children see, hear and are familiar with, the surrounding environment, experimental instruments, audio-visual media materials and so on. Sometimes it is necessary to provide students with scientific experimental instruments, but the instruments in the laboratory are not conducive to students' continuing scientific research after class. Therefore, in teaching, teachers can try to use experimental materials close to students' lives, such as milk boxes, coke bottles and birthday cake foam boxes, which are good materials for students to explore scientifically. Teaching? Daiyin? In addition to using special experimental equipment tuning fork, students are also provided with some materials in life, such as plastic ruler, rubber band, paper and so on. And asked to think of various ways to make them sound. And ask students to continue to study how common objects around them make sounds after class.
Third, combine life and let students practice.
Primary school science "curriculum standard" points out? The most basic feature of science curriculum is to start learning activities from natural things around children, thus forming attitudes, skills and knowledge about nature. ? For example, in the teaching of rectangular perimeter calculation, the teacher requires students to prepare four sticks (two A-long and two B-long) before class. Divide students into group activities in class. Before the activity, let the students know clearly that the circumference of a rectangle is the sum of the lengths of its four sides. Then let the students move, and the students use their hands and brains to spell it out. Therefore, three methods for calculating the perimeter of a rectangle are introduced. The first kind of intuition is length+width+length+width; The second generalization is intuitive, that is, long? 2+ width? 2; The third kind of sensibility is rationality (length+width)? 2。 Students have a strong interest. In the process of playing with themselves, they deepened their understanding of the rectangular perimeter, and at the same time exercised their thinking flexibility, and tasted the joy of success in their own activity space. Through the specific operation activities in classroom teaching, students have a more thorough understanding of the characteristics and calculation of similar geometric figures, and it also appears orderly and flexible in the practical application of scientific knowledge.
Fourth, return to life and expand scientific knowledge.
Life-oriented science education should be based on life and take life as the background, so that students can constantly expand their experience, develop positive emotions and learn the necessary skills in life. Life needs to be perceived and explored through action. Without the participation of multiple senses and students' in-depth exploration, we can't really feel life. If we take shopping in the supermarket as an example, we should understand: how to shop, be familiar with the shopping process, the creation of the supermarket environment gives people aesthetic pleasure, the classified placement of goods, and the words and numbers that appear everywhere give people strong visual stimulation; How to choose the goods you need reasonably and not blindly consume; Experience the convenience that supermarkets bring to people's lives and so on. You can give preschool students tasks, shop in supermarkets, and guide students to solve practical problems in life through practical activities.
In short, let the real situation in life become a useful resource for teaching design. The content of science teaching in primary schools has a rich and vivid real life background, which we can establish? Life science? Under the guidance of curriculum standards and textbook framework, materials in life are boldly applied to create learning situations for teaching. Constructivist learning theory holds that learning is students' active constructive activities, and learning should be related to certain situations. Creating teaching situation can guide students to feel the importance of science in life and make it come into being? Situational effect? It can effectively stimulate students' intrinsic learning motivation, promote students from passive learning to active learning, and thus improve the effectiveness of science classroom teaching in primary schools.
refer to
[1] Science Curriculum Standard (Grade 3-6) (experimental draft). Beijing Normal University Press, 2007.
[2] Zhang Hongyun. Practice of extracurricular scientific and technological innovation activities in primary schools.
[3] wang hong. Experience of implementing innovative education in science teaching in primary schools.
Primary school scientific papers 1000 words 2
On the Effective Generation of Science Learning Materials in Primary Schools
Abstract: Material application is an important carrier of science classroom teaching in primary schools and an important method and means to improve the effectiveness of classroom teaching. In particular, the self-made learning tools not only ensure the material basis of scientific inquiry, but also sublimate the theoretical accomplishment of scientific inquiry. Making full use of the resources around us, making scientific learning tools by ourselves, and optimizing the allocation of resources according to the characteristics of applicability, intuition, cheapness and simplicity of materials can enrich the resources of science courses, enhance students' scientific literacy, restore the original color of the classroom, highlight the concept of student-oriented and highlight the life classroom.
Key words: primary school science; Means of subsistence; actual output
"Science Curriculum Standard" points out that science curriculum should provide students with sufficient opportunities to explore science and let them explore like scientists. Oh! I see! Why not? Without the framework of materials, it is difficult to complete the teaching task of science class, and primary school science is mainly based on experiments, so materials are considered as an indispensable key and important part of primary school classroom.
First, the clever use of living materials, effective self-made learning tools strategy
1. Self-made learning tool with strong practicability.
Self-made learning tools should first be applicable, have a clear learning purpose, and proceed from the reality of science courses and learning needs. The study of "magnet poles" in the third grade requires a bracket to put magnets. If you can't hold them steadily with your hands, students' self-control will be poor. If there are not so many wooden stools on the tied stools, hanging them on the iron frame will have a certain influence. In view of the above considerations, dig a hole in the middle with disposable cups, which can be hung in the middle and both sides at the same time. In order to avoid the phenomenon that the paper clip slides due to the large magnetic force at two poles, a rubber band is tied at one quarter and three quarters of the magnet respectively, which is convenient and cheap to obtain, and the learning tool can be reused. For students, the operation is convenient and the effect is gratifying. There is no error or mistake in the experimental data due to the problem of learning tools, and the data is ideal.
2. Self-made learning tools characterized by intuition
The use of learning tools is an auxiliary means of teaching and should be characterized by intuition, which is convenient for students to observe, understand and remember. It endows students with perceptual, vivid and concrete knowledge, which helps to improve the effectiveness of students' learning. Therefore, the self-made learning tools should follow the intuitive characteristics, be simple and clear, and be easy to operate. For example, when building an arch bridge, the effect of watermelon skin is obvious, which extends from the common phenomenon in living materials to the concept of arch. This intuitive teaching method conforms to the age characteristics of primary school students.
3. Cheap self-made learning tools
The purpose of self-made learning tools is to assist students' scientific learning through effective materials, so as to improve the quality of classroom teaching and make them? Teaching? With what? Study? The smooth development of bilateral activities must consider economy, and many times there is no reliable source of funds for self-made learning tools, and the required funds are not included in the special funds of the school. When purchasing materials, manufacturers can only pay for them themselves. This requires that our eyes and hands should be diligent, and we should always pay attention to the waste articles needed by our self-made learning tools in our life and work, such as mineral water bottles, coke bottles, yogurt boxes, waste newspapers and so on. When making school tools, you can try not to buy unwanted materials. From an economic point of view, you should spend as little as possible and do more. This can not only arouse students' enthusiasm of paying attention to the waste materials around them, but also cultivate students' spirit of hard work and turn waste into treasure, which can be described as killing two birds with one stone. For example, Sprite bottles can be used to make water rockets, plastic water bottles of different sizes can be used to build towers and so on.
4. The characteristics of self-made learning tools are simplicity and creativity.
Learning tools should be constantly innovated, which can be said to be the soul of self-made learning tools. Considering the limitations of primary schools, simple learning tools are the main tools, and it is best for students to operate them themselves, which is helpful for students' extracurricular development. In the lesson of "4.4 magnetic pole interaction", we use the levitation method to understand the directivity of magnets. For the third-grade students, it is quite difficult to tie, tie and hang with such a thin thread, and it also needs to be balanced. How can the operation be simple and the experimental effect be good? Therefore, a hanger for studying the directionality of magnets is made. The use of the improved learning tool greatly reduces the difficulty of operation, enables students to operate easily and saves time. The magnet is stationary, and the students observe the experimental results of all groups in the class. One end points to the north and the other end points to the north, and intuitively find the north-south directivity of the magnet, which leaves a deep impression. The materials used to make learning tools are easily available, simple to make, simple in structure, beautiful in appearance, simple to operate, good in experimental effect and reusable.
Second, think about using the living materials skillfully and make your own learning tools.
1. Cleverly solve the problem of mismatch between teaching materials and teaching contents.
Using living materials skillfully and making learning tools by ourselves have solved many problems in teaching, such as insufficient materials and mismatch between materials and teaching contents. The limited teaching materials are one of the factors that restrict the science classroom in primary schools. Many schools are short of materials, and often several people share a learning tool, which greatly reduces the time for students to practice their skills, and the density of students' scientific skills practice is not enough. If students can learn from the living materials, they can successfully solve the shortcomings of some equipment of one kind or another. The teaching AIDS provided by some teaching companies are expensive, and often appear when showing a certain phenomenon or skill practice, which can not fully and accurately express the full connotation of a certain knowledge point. When using, explaining, demonstrating and practicing the reformed or self-made teaching instruments in teaching, the principle and process can be analyzed from beginning to end, and the teaching content can be highlighted concisely and clearly.
2. Learning tools derived from life to cultivate students' application ability.
Some learning tools come from life, which expand students' ability to collect information and resources and cultivate students to make extensive use of various resources outside the classroom. Being a middle school and living a middle school has always been the true meaning of teaching, especially in science classes in primary schools. The world after class is the big stage and battlefield for real children to learn and apply science. By using living materials and making some learning tools, children can better discover the wonders of science and guide them to explore and enter science.
3. Making learning tools with living materials skillfully enriches curriculum resources.
Using living materials skillfully to make learning tools enriches curriculum resources, expands teaching content and optimizes teaching methods and means. The process of making learning tools by teachers and students is essentially the whole process of students participating in teaching with colorful practical activities. Self-made learning tools mainly mean that students should have a scientific understanding of the principle and structure of equipment and make more practical equipment through their own imagination and practice. At the same time, under the correct and scientific guidance of teachers, students' imagination, creativity and practical ability are greatly improved by observing and studying things around them at ordinary times, and actively making their own equipment. Teachers use more concise language and more open attitude to control the classroom, thus giving more time and space back to students. Teaching methods and means match children's learning methods and existing knowledge preparation, and enjoy the world of science classroom independently, cooperatively and exploringly with children.
References:
Xu Hongbo. Materials-Scaffolding for Science Classroom in Primary Schools [J]. Xueyuan, 20 10, 10(4)
[2] Xu. Management Strategies of Science Textbooks in Primary Schools [J]. Experimental Teaching and Instruments, 20 10/0,2
Primary school scientific papers 1000 words 3
On the Necessity of Experimental Class in Science Teaching in Primary Schools
First, the impact of experimental classes on primary school science
When it comes to education in China, what do you think? Exam? This is a common method to test students' academic performance. Students' mastery of knowledge can be tested by examination questions, but it can't completely cover students' learning ability. This test form is too simple. The scientific research system is deeply rooted in the hearts of the people. In the eyes of many parents and teachers, getting the highest score is success, but it is not. In many subjects, the score is just a number. The primary school science curriculum focuses on the understanding of subject knowledge and the methods of learning knowledge, so the examination is not the most suitable. Change teaching concept and develop traditional teaching mode into inquiry teaching mode. Will experimental classes be added in the process of science teaching in primary schools? Scores set the world? Change into a teaching mode based on practical ability. The introduction of experimental classes into primary science classes has the following advantages. (1) The experimental class increases the variety of courses to improve students' interest in learning; (2) The experimental class pays attention to the process and students have a strong sense of participation. By completing the experiment, students' patience and confidence can be cultivated; (3) Test the ability of mastering knowledge in the experimental class, and at the same time, we can see the scientific literacy of students; (4) The experimental classes are mostly group discussions, which can cultivate students' spirit of cooperative inquiry.
Second, experimental science teaching problems and their solutions
Experimental classes are of great significance to primary school science, so all schools carry out experimental classes, but the actual situation is not optimistic and there are many problems.
1. Experimental research is inefficient.
After the introduction of scientific experiments in primary schools, students' attention is mostly attracted by various experimental instruments, and teachers can't talk about the experimental steps and precautions at all, which leads to frequent mistakes, inability to master knowledge and low learning efficiency. Solution: Teachers should first make clear the position of experimental classes in primary school science. Since the self-discipline of primary school students needs to be strengthened, when considering students' interests, it is also necessary to control the course flow well, not to give students time completely, and to ensure the effect of the experimental class. In the experimental class, we should grasp every link of the experiment and be meticulous, so that students can find the fun of learning in the link and improve the learning efficiency of the experimental class. For example, in the lever science in the first volume of the sixth grade, the teacher first clarified the relationship between fulcrum, stress point and resistance point, introduced labor-saving lever and labor-saving lever, and demonstrated the way of hook code on the spot. Students hang them in groups through observation, then the teacher points out the mistakes, and then deepens the three ways of hook code, so that students can understand the relationship between hook code and balance.
2. Students in the experimental class have poor innovation ability.
In the primary school science experiment, because students don't understand the experimental course, they can't be curious in class, so they can only complete the experiment step by step and can't stimulate students' innovative consciousness. Solution: Interest is the primary development force, and the experimental class is also to cultivate students' interest. Teachers can warm up the content of the next experimental class before class, or arrange related experimental homework, so that students can participate in the experimental process and be curious about the results, and then carry out innovation induction to help students establish innovative consciousness. When learning flowers, fruits and seeds, the teacher gave the students homework and asked them to find flowers, fruits and seeds around them and take them to the experimental class. First, comment on the experiments brought by everyone, clarify the concepts of flowers, fruits and seeds, prepare easily confused PPT for classroom display, deepen the concepts of the three, and then throw questions to students? What seeds and fruits are there around you? Finally, observe the structure of flowers in groups.
3. The team consciousness of the experimental class is not strong.
Primary school students experiment in groups, because of their ignorance of the experimental form, some students feel fear and shame about the experiment. Even after grouping, there is no guarantee that every student will participate. Solution: Grouping is the premise of the experiment. In order to prevent students from not participating, group discussions can be organized, and each group needs to explain its own ideas about the experiment. Teachers can choose students to make speeches, exercise students who dare not speak on weekdays, and let them grow and develop with the help of the team. Teachers should take a positive attitude towards the results of students' discussions and encourage them. For example, in the seed germination experiment, if a group of seeds do not germinate regularly, the teacher must first affirm the group's ability and their efforts, tell them which operations are flawed through teaching plans, and then encourage them to carry out the seed germination experiment again until the real seeds germinate.
Third, summary.
Experimental courses make primary school science courses more diversified and pay more attention to operational ability. Through the experimental class, the innovation ability, observation ability and team consciousness of primary school students can be improved, in which teachers play a vital role. Teachers can help students get experimental results and build up learning confidence by paying attention to course details, stimulating students' curiosity and affirming team achievements. Experimental class is of great significance to primary school science. Teachers should strictly follow the teaching purpose, and at the same time, they need to make distinctive innovations according to the students' conditions to cultivate students' scientific literacy.
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