Scientific experiments in primary schools can promote students' initiative and enthusiasm in learning, cultivate students' understanding and creative ability of scientific knowledge, and cultivate students' independent ability and cooperative spirit. However, there are some problems in the basic education of rural primary schools, such as insufficient funds and teachers, especially the scientific experiment teaching in primary schools can not be effectively carried out due to many factors. To solve the problems existing in primary school scientific experiments, we should comprehensively and seriously analyze the reasons according to the actual situation of our region and school, and formulate corresponding solutions, including: integrating existing experimental equipment and modern resources; Improve the utilization rate of experimental equipment resources; Give full play to the role of teaching instruments, teaching courseware, micro-courses and self-made teaching AIDS.
Keywords: rural areas; Primary school; Science; Experiment; Teaching;
The reform of experimental teaching is undoubtedly one of the most important things in the field of basic education in China in the early 20th century. In order to achieve the goal of science curriculum reform, a lot of work needs to be done. In addition to understanding the teaching concept of the new curriculum and innovating the teaching methods of primary school science courses, there is also a very important factor-further strengthening the research on primary school science experiment teaching.
First, the influence of primary school science experiment teaching on students' behavior
1. Improve students' initiative and enthusiasm in learning.
In the past, the traditional teaching mode of teachers' mechanical teaching (cramming) and using the blackboard led to students' passive acceptance of knowledge content, which was difficult to meet students' understanding and demand for scientific knowledge. In the "2 1 century", there are many channels for students to receive information, and the amount of information is also very large. Applying intuitive experiments to practical teaching can fully stimulate students' various sensory organs and stimulate their learning interests and hobbies. At the same time, it also enhances their curiosity and broadens their horizons, thus making it easier for students to accept and understand [1]. Practice has proved that the implementation of correct experimental teaching methods and good teaching means can make students participate in scientific practice courses more actively, enhance their ability of analyzing problems, judging and logical thinking through learning activities, and enrich their imagination.
2. Cultivate students' ability to understand and create scientific knowledge.
The modern teaching of scientific experiments in primary schools can intuitively explain problems for students, enable students to master scientific knowledge and skills in the process of exploring science, and form the ability to analyze and solve practical problems. Carrying out experimental teaching in science courses can help students deepen their understanding of learning content and enhance the credibility of scientific conclusions. In learning, the method of acquiring knowledge is improved, which enriches students' knowledge and enhances their creativity.
3. Cultivate students' independent ability
The organic combination of primary school experiment and science curriculum is a teaching activity for all students, and students with different skill levels are very involved in the classroom. In the process of obtaining, processing, cooperating and exchanging information through experiments, the relationship between teachers and students and between students has reached equality, from the original unilateral teaching to the current bilateral teaching, so that each student can complete the task independently and devote himself wholeheartedly to inquiry learning.
4. Cultivate students' spirit of cooperation
Learning in experiments often requires cooperation and interaction between teachers and students, so as to achieve a set experimental goal. At the same time, their ability to analyze, solve, judge and synthesize problems has been significantly improved.
Second, the environment and atmosphere are the main problems that affect the scientific experiment teaching in primary schools.
Although most teachers have the subjective desire of experimental teaching, they are often limited by the environment and conditions in the specific implementation process.
Lack of administrative support.
It is difficult for teachers to get the approval of administrative leaders when implementing experimental teaching in teaching. Some leaders think that science is not important in primary schools, schools do not formally offer this course, or use old, weak and disabled teachers to do this work. They have not received professional training, so they can't understand the relevant scientific knowledge, let alone thoroughly. Although some teachers have tried many methods in the front line of experimental teaching, they feel that they are wasting time and energy and fighting alone because the leaders do not pay attention to this topic. In addition, teachers who teach science can't enjoy the same treatment as class teachers when they are evaluated and promoted, which has hit teachers' enthusiasm and initiative, self-confidence and sense of responsibility, thus losing their enthusiasm for further exploring experimental teaching.
2. Lack of technical and teaching support
Regional differences and inter-school differences make the experimental equipment of some schools uneven, and the understanding of teaching concepts is not on the same scale. Although there are science courses in the school curriculum, some schools don't actually offer this course, and some don't have regular professional teachers, so they are forced to change to a heavy-duty class teacher to cope with the teaching plan and superior inspection. The head teacher also has to face many pressures such as the development of his own discipline, which leads to the inability to put scientific experiment teaching in an important position. Therefore, it is difficult to carry out in-depth experimental teaching. A series of factors have a negative impact on the teaching level of science teachers in experimental teaching, which will inevitably delay students' acquisition of scientific knowledge, leave hidden dangers for students to continue their studies in junior high school, high school and even university in the future, and even delay talents with scientific talents.
3. Lack of support from the overall social atmosphere
Because the traditional teaching methods have not been completely changed, and some leaders, teachers, parents and students lack scientific knowledge, teachers will feel out of place with the surrounding environment, and it is difficult to succeed in implementing experimental teaching in teaching. Any correct teaching behavior needs the support of all sectors of society, especially teachers. Only in this way can education and teaching develop forward and realize the cultivation of people's all-round quality as soon as possible.
4. The idea that inquiry is the core of science curriculum in primary schools has not been implemented.
The characteristics of primary school science determine that scientific learning should be based on inquiry, and inquiry teaching cannot be separated from experimental teaching. However, the existing science teachers in primary schools don't know, understand or even study systematically about teaching methods and concepts, and they don't make students fully move in science classes, and they don't form an atmosphere of inquiry teaching. It is often seen that only after teachers ask questions and pave the way, students will be enthusiastic and immediately take action to do experiments. "Arguments, arguments and operations will be heard" [2] has become a vivid experimental class. After class, students can know what primary school science experiments and primary school science are, what to explore now and in the future, and why to do experiments; After observing the phenomenon, students should know how to explain or explain what problems, understand the scientific truth and draw the correct explanation or conclusion.
Third, ways to solve the problems in science teaching in rural primary schools
At present, there is still a certain gap between the experimental equipment and instrument resources of primary schools in China and developed countries. Although the state, provincial and municipal governments have invested a lot of money in recent ten years to equip schools that meet the national requirements with complete instruments and equipment according to the national equipment standards, there are still some schools whose experimental equipment resources are unevenly distributed between regions and schools, which leads to poor experimental teaching results. Therefore, we should make full and reasonable use of it according to the actual situation of our region and school, and strive to create the best equipment and produce the best teaching effect.
1. Integrate existing experimental equipment and modern resources.
While integrating scientific experiment teaching, teachers should give full play to the role of traditional educational resources and existing equipment, comprehensively utilize limited traditional teaching equipment and modern technology, and give full play to the overall benefits. The following misunderstandings should be avoided in the process of implementing experiments in teaching: First, the failure of experimental teaching is attributed to the lack of experimental equipment and resources, and the existing resources are not fully utilized, but blindly waiting; Second, with modern experimental equipment, traditional teaching equipment and resources will be blindly eliminated or left idle [1]; Third, the enthusiasm of teachers and students has not been fully mobilized; Fourthly, teachers and students are not fully mobilized to carry out self-made teaching AIDS to make up for the shortage of teaching resources.
2. Improve the utilization rate of experimental equipment resources.
(1) experimental equipment must be put into use frequently, not just sightseeing samples. Many schools' instruments and equipment are used to cope with the evaluation and inspection of higher authorities. Once the inspection is over, they are put on hold and become the decoration of the school facade. In this way, the role of experimental equipment is not fully exerted, resources are wasted, the enthusiasm and creativity of teachers and students are not mobilized, and the ability of teachers and students is not developed. This seemingly economical practice is actually the biggest waste of resources.
(2) Schools should simplify the procedures for applying for the use of special classrooms and equipment. In order to facilitate the use of teachers and students and strengthen the management of special classrooms and equipment, it should be open to teachers and students all day. In addition, in the case of abundant conditions, try to equip ordinary classrooms with relevant modern projection, TV broadcasting or electronic whiteboard equipment to make full preparations for realizing modern teaching.
(3) The relationship between cost and benefit should be weighed in experimental teaching. Don't blindly pursue high-grade equipment, choose equipment with good performance, low price and strong applicability according to your own conditions.
3. Give full play to the role of teaching instruments, teaching courseware, micro-lessons and self-made teaching AIDS.
(1) experimental teaching has become a hot spot in education and teaching reform, which is conducive to improving teachers' teaching methods and changing students' learning methods in the teaching process, so that teachers and students can play their own roles in playing, enjoying, thinking and thinking in the system.
(2) Making courseware with modern teaching to broaden students' horizons and develop their desire for knowledge.
(3) Use modern technology to teach micro-courses, and use modern means to make children become modern builders as soon as possible.
(4) We can also mobilize the society, invite experts, teachers, parents and students to make teaching AIDS, and use waste materials, environmental protection materials, safety materials and sustainable materials to make teaching AIDS. Use the above self-made teaching AIDS to fill the gap in the lack of scientific experimental equipment in primary schools and avoid meaningless use or unnecessary waste. Give full play to the intelligence and infinite wisdom of the people involved in the self-made teaching AIDS, let them feel happy in play, and stimulate the creative interests and hobbies of teachers and students.
The role of experiments may benefit in the next few years, or even a person's life. Therefore, it is necessary to prescribe the right medicine for various influencing factors of experimental teaching. In view of the above problems, all levels and departments should comprehensively and seriously analyze the reasons, formulate corresponding solutions, and actively strive to provide a colorful education and teaching environment for students' learning and development.
refer to
[1] ten thousand. Reflections on the application of information technology in primary and secondary school teaching [J]. Primary and secondary school teacher training, 2004 (6) :4 1.
[2] The project "Research on Experimental Teaching Strategies of Primary School Science Class" [DB/OL]. [20 18-02-20]
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