As an important part of science course teaching, inquiry experiment teaching attracts students into the wonderful hall of science with its unique charm, stimulates students' desire for exploration, guides students into the process of scientific discovery and activates students' exploration potential. Inspire them to explore the mysteries of science like scientists. In the past, we used to follow the teaching procedure of "teacher demonstration-student imitation-phenomenon discovery-teacher guidance", and even some teachers demonstrated step by step, and students followed passively, which was very dependent. We ignore the student's dominant position, because it is widely used because of its simple organization, unified conclusion and orderly order. But it greatly restricts the development of students' observation ability, operation ability and thinking ability. Promoting a new round of classroom reform and cultivating high-quality talents with practical ability and innovative spirit are the core and soul of education in 2 1 century. Classroom teaching is the main position of the new curriculum reform, and whether it can really highlight the student-centered is the key to classroom teaching. This requires classroom teaching to be student-centered and make students move. Communicate, seek knowledge, develop and innovate in action. I have carried out several years of exploration and practice in scientific inquiry experiment teaching, and summed up the successful and effective classroom organization form of student-centered inquiry experiment teaching.
Second, the student-centered classroom organization of exploratory experimental teaching
In science courses, the classroom organization form of student-centered inquiry experiment teaching should be open. Only by opening the experimental process in all directions and allowing each student to participate in the experiment in the whole process can we develop students' thinking ability, experimental ability and observation ability and improve their scientific literacy.
1, let students find their own problems, and open up the experimental orientation.
In the teaching of "blood coagulation" experiment in grade four, the author first demonstrated a life phenomenon: pour hot water into a teacup with a lid, cover it, and take it out for students to observe later. They soon discovered the problem: there were water drops on the lid. What's going on here? So the students had all kinds of guesses: some said it was because there was hot water in the cup, and some said it was because the water touched the lid of the cup. Although the guesses are superficial, their positive thinking eager to solve doubts is stimulated.
Opening experiments to students is only a kind of teaching consciousness, and the leading role of teachers should be fully reflected. Through classroom lead-in, students' thinking can only be led to teaching objectives, rather than asking questions for students.
2. Let students design their own schemes and open up experimental methods.
In the "blood coagulation" experiment, after the students guess, the teacher promptly guides the students to turn their guesses into experimental schemes. Students combine hot water and cold water with hot water, hot cover and cold cover in various ways. In the discussion, students can only choose the scheme according to the basic principle that only one condition is different and other conditions are the same, but there are still four experimental schemes with cold water or hot water or cold cover or hot cover as the constant condition, of which cold water or hot cover remains unchanged.
The design guidance of experimental methods should be the whole process, that is, the pre-selection scheme should be guided before the experiment, and the improvement scheme should be guided in time. Only in this way can students' ability to design their own experimental methods be developed in practice.
3. Let the students choose their own equipment and turn on the experimental equipment.
After the experimental scheme is drawn up, students begin to enter the experimental operation stage. What materials to choose to implement the scheme is the first thing that students must consider. Teachers should fully consider before class, prepare as many materials as possible for students to choose, and make necessary supplements and guidance for students to choose materials during class.
In the "solidification" experiment, I asked students to bring their own porcelain cups and glasses with lids, and provided them with glass sheets. The students chose different materials. In the experiment, the students who used the glass as the cover witnessed the gradual change of water droplets, and the students who used the glass saw the whole process of water transpiration to condensation on the glass. The difference of phenomenon feedback also urges students to reflect on the advantages and disadvantages of their own material selection and others' material selection. The teacher did not insist on introducing experiments at the right time. Creative selection of experimental materials will encourage students who are easy to observe experimental phenomena and let them learn to choose materials step by step. In addition, we also try to open the instrument room to students and let them participate in the experimental preparation.
4. Let students master the experimental links by themselves and open the experimental time.
Due to the time limit of the class teaching system, teachers have long been difficult to choose between time and task, and most of them have adopted the practice of being limited by time and perfunctory in the task. The experiment process has to March in a hurry, and it is impossible to guarantee the whole process of participating in the experiment.
In my teaching time, I try to reduce links, highlight nuances and advance asynchronously, that is, there are only three links in the whole class, that is, "initiation-inquiry-discussion", and more than half of the class hours are given to students to explore and discuss themselves. The progress of each specific link in the experiment is decided by the students according to their own conditions. During this period, the teachers strengthened the patrol guidance, so that the experimental group that went astray or had difficulties successfully completed the experimental process, and the participation rate and achievement rate of the experiment were improved.
5. Let the students analyze the experimental phenomenon and open the experimental conclusion.
Experiencing the experimental process personally and adopting the experimental method of self-determination, students have obtained sufficient perceptual teaching materials and laid a solid foundation for acquiring rational knowledge. However, primary school students' logical reasoning ability and generalization ability are poor, which is a teaching method adopted by many science teachers instead of conclusion, which affects the development of students' logical thinking ability and expression ability.
In my teaching practice, I pay attention to guiding students to analyze phenomena and draw their own conclusions from the beginning. Sometimes I prefer to draw an incomplete conclusion, and then go back and analyze it after the students' inductive ability is improved, and draw a complete conclusion. In this way, while making up for it, we can further train the ability of analysis and generalization to achieve the goal of knowledge and ability at all stages.
In the process of students analyzing experimental phenomena and summarizing the essence of things, the guidance of teachers is particularly important, mainly in guiding students to build a bridge between phenomena and essence. I generally use two teaching guidance methods: positive deduction and reverse disproof. The former is generally suitable for experiments based on correct experimental guesses (assumptions), while the latter is generally suitable for experiments based on incorrect experimental assumptions. Because the experimental results are inconsistent or even contrary to the phenomena introduced, it is often necessary to guide students to check the experimental process in reverse before disproving the evidence.
Third, the results and analysis
After adopting the open classroom organization form of student-centered inquiry experimental teaching, the classroom atmosphere is active, students' learning enthusiasm is high, and the exploration potential is activated. Compared with previous teaching, students' experimental skills are obviously improved, experimental methods are diverse, experimental design scheme is reasonable, and awareness of group cooperation and communication is enhanced, forming a relaxed, active, democratic and harmonious teaching atmosphere. Students are good at asking questions, dare to guess and practice, establish self-confidence and promote sustainable development.
The organizational form of open classroom adheres to the principle of people-oriented and gives students the right to explore actively. The concept of "taking inquiry as the core" runs through the classroom. In order to carry out this concept, teachers create situations for students to find problems, and at the same time provide rich structured materials to guide students to freely choose to explore problems, independently design experiments, and choose appropriate materials to do experiments and solve problems. Throughout the class, children experienced observation, experiment, communication and sharing.
Four. Discussion and conclusion
Through the research on the open classroom organization mode of student-centered inquiry experimental teaching, the following conclusions are drawn:
1 stimulates students' interest in learning and induces their desire and motivation to explore.
2, so that every student can form self-confidence and sustainable development ability, and promote students' active development.
3. Improving students' thinking ability, experimental ability and observation ability is conducive to improving students' scientific literacy.
4. Giving full play to students' main role is conducive to establishing a new relationship between teachers and students and making classroom teaching full of vitality.
The goal of inquiry experiment course is to improve students' thinking ability, practical ability and observation ability. Because of the variety of forms and contents of scientific experiments and the different forms of classroom organization, it is not suitable to cover so many vivid, individual and distinctive individuals in one form. Therefore, the classroom organization form of student-centered inquiry experimental teaching should not only be suitable for students' reality, but also give play to teachers' creativity, constantly explore and improve, and take students' development as the criterion. It really improves students' scientific literacy. In short, teachers must update their educational concepts, firmly establish the idea of "student-centered", create a learning environment conducive to students' active knowledge, fully tap students' innovative potential, and be the masters of learning.