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Narrative of science teaching education in primary schools 1

Science learning in primary schools advocates learning activities from natural things around children, so as to form attitudes and skills to explore nature and acquire learning methods about knowledge of nature. In order to better implement this guiding ideology, according to the characteristics of the course "Magnets are Magnetic", I designed a classroom teaching mode of teacher-student interaction, student exchange and mutual cooperation. Articles such as copper keys, iron keys, paper clips, nails, aluminum sheets, copper wires, tea cones (the bottom and cover are made of iron, and the cylinder body is made of paper) and several coins of different materials are prepared respectively. First, guide students to personally experiment and perceive that magnets attract iron objects, and then guide students to compare, summarize and abstract the concept of magnetism on the basis of specific perception, and discuss it. Finally, combining the knowledge learned with the practical application in life can develop students' hands-on ability and brain ability, and greatly mobilize students' enthusiasm. The whole class arranges small games and uses multimedia courseware to assist teaching.

In order to make full use of students' curiosity, I asked students to guess "Bao" in class. Magnets, observe that magnets attract nails. In order to stimulate students to ask questions, stimulate students' interest in learning knowledge, and lay the foundation for later teaching. Then experiment in groups and discuss with each other. The atmosphere in the classroom came alive at once. They will hold all kinds of magnets, suck here, bump there, and even leave their seats to touch doors, windows, blackboards and so on with magnets. Finally, teachers guide students to gain perceptual knowledge from observation and experiment, think rationally and abstract the essence of things. Ask the students what they found in the process of "playing" the magnet. How did you find out? And let some students show it to their classmates. Let the students who haven't found the magnet imitate the demonstration method just now and do it by themselves. This experimental process not only gives full play to the students' practical ability, but also makes every student think rationally, thus understanding the concept that magnets are magnetic. This teaching method is conducive to cultivating students' thinking ability and creative ability. Teachers only play the role of foreshadowing, guiding and enlightening, and students themselves participate in the formation of knowledge and become the real masters in the classroom.

However, when I went to the group discussion, I walked among the students, and a thought-provoking scene appeared in front of me. I saw a group of members blushing and arguing about who should answer which question first. When I walked beside them, they stopped suddenly. Another group: a girl sees me as if she saw the referee. She immediately raised her hand and said, "Teacher, he is wrong. It should be like this. " And that classmate said bluntly, "I'm right." In order not to cause big fluctuations, I returned to the podium. I looked around, and in the corner of the classroom, a classmate of a group was sitting blankly. It seems that he is not interested in everyone's discussion. It's time for a brief discussion. Several students quickly answered and passed the question. A class will be over soon, but I don't know why I don't feel relaxed at all. I can't forget those dull eyes and two arguing faces, which makes me think: what kind of cooperation is successful cooperative learning, and what kind of problems are worth discussing and can attract students to participate at the same time?

The New Curriculum Standard actively advocates independent, cooperative and inquiry learning methods, and requires teachers to pay attention to the teaching content.

The determination of teaching methods, the selection of teaching methods and the design of evaluation methods should all contribute to the formation of learning methods. Every step of teachers should follow the principle of "all for children, all for children", and cooperative learning is no exception. First of all, cooperative learning is organized and has a division of labor, especially for junior students who study in groups. Every student should know his own tasks. For example: team leader, recorder, etc. So that everyone can participate and express their opinions. In addition, when there is a dispute between students, the teacher should organize students with the same opinions to discuss the problem, that is, discuss and discuss again, so that students will be interested, willing to participate in the discussion, and argue with other opinions, and must not be left unattended. Secondly, the teacher asks the students to discuss the problems that everyone wants to solve, and the teacher should also grasp that when new knowledge appears, it will be discussed when necessary. The new curriculum concept has replaced the teaching syllabus that has been used for decades. This change is like a spring breeze, which brings us infinite vitality and makes us feel new vitality. However, we educators should see and pay attention to the most essential things in education and dig them out. This is an impossible goal for a class or a week. We advocate independent, cooperative and inquiry learning methods, not because we don't want to accept learning, not to mention superficial research learning, but because it should vary from class to class and from person to person. Through the constant guidance of teachers, students should constantly experience, finally understand and try to accept new knowledge.

Narrative of science teaching education in primary schools II

Science teaching in primary schools is to let children seek scientific answers by themselves. During this period, they study and explore more on the basis of group cooperation.

In the usual teaching, I found a strange phenomenon: in cooperative learning, some children are in a hurry, while others seem to have nothing to do with themselves, hanging high and "stealing leisure" alone. After class, I called a "carefree" child and asked him, "Why don't you study with your classmates in class?" The child said aggrieved, "Teacher, it's not that I don't want to study with them, but that (the group leader) is too overbearing and never listens to me and won't let me' play' with the experimental equipment." What the child said puzzled me: what kind of group cooperative learning can make the child willing to start work? How to properly play the role of group leader?

So I fell into deep thinking: this problem is really common, which is a normal phenomenon caused by group learning and caused by many factors. These factors include students' individual differences, personality differences and environmental factors within the group. Teachers' organizational strategies for students' group learning, the level of understanding of group learning, the rationality of students' grouping and the infiltration of students' learning methods all play a decisive role. So it's not surprising that we found some students showed their talents in class. To solve this problem, our teacher should first show himself the disease, what is the division of labor in the group, how to divide it, what kind of problems to study in the group, how to learn and discuss in the group, and how to participate in the discussion. Only by grasping these problems and clarifying these understandings can students' group discussions be orderly, not like this. Of course, for students with poor participation, we can ask the group leader to make a small stove for them, or you can make some small demands for these students. Of course, the requirement is to do something for this inquiry activity and participate directly. Such participation helps them adapt to and participate in group activities. Students will gradually become confident.

I found the crux of the problem and the solution, so I spent a class in class and conducted cooperative education and training outside the science class: the activity of ants moving food: first of all, I said, "What will an ant do when it finds the corpse of a locust?" The children actively reported their usual findings, "Yes, the little ant quickly asked his companion Qi Xin to help carry the food back? Home? . What should you do if you encounter difficulties in your study? " So, I chose some short articles for the children to discuss. Some students found the problem, raised it in the group, and other students solved it together. So all kinds of cooperative behaviors began imperceptibly in the teaching process: for example, mutual respect, mutual understanding and good listening; If you have different opinions, wait for the other party to finish, and then add or raise objections; Support each other's wonderful views and independent opinions through praise and encouragement; When encountering difficulties and big differences, we should be calm, learn to reflect and solve problems constructively.

The atmosphere of learning cooperation gradually became harmonious, and I found that children were also willing to participate in the group's inquiry. But a new problem has emerged: the enthusiasm of small people is no longer high, and they are unwilling to raise their hands when reporting. Wow, I hurt some children's hearts invisibly. What do we do? Because young talents grow up under the care of every teacher, and they also develop some arrogant characters, and they are very lost when they are not praised by stars. Faced with this situation, I took another approach: reorganize the group, concentrate on the group leader with strong ability and choose the group leader with average ability, so that he can make progress in the fierce competition, and form a group with relatively weak ability, and select the young talents in the class to drive the activities of the whole group, give full play to his role and promote the progress of other students. Under the influence of young talents, some team members can even become the leaders of other groups. In this way, cooperative learning in the class will be more harmonious.

Someone once said, "Don't do anything useless unless you say something useless." I want to say: don't organize invalid groups.

Narrative of science teaching education in primary schools III

After working for 20 years, I didn't expect to be a 4? The teaching task of sixth grade science class. At this moment, I feel the importance of my task. The pressure is also great. After all, I am not familiar with scientific knowledge. To this end, I have made great efforts in preparing lessons since I took over. At the same time, I also learned a lot of scientific knowledge and benefited a lot.

Science classes are colorful. Concept-oriented science teaching will achieve two basic effects: first, daily teaching requires students to think more, not only at the level of knowledge understanding, but also at the level of comprehensive analysis, which will greatly improve students' classroom thinking ability; Second, science classroom teaching in primary schools, which aims at cultivating students' scientific literacy, has found a foothold, helping students to form conceptual concepts while being familiar with things and collecting facts, and leading the development of scientific inquiry with this principled concept, which has a decisive impact on the scientific literacy formed during the growth of students.

First, let students dare to think and ask.

Teachers should first update their educational concepts. For students, some content is more suitable for students. Teachers should first update their educational concepts and adopt a teaching model that is more suitable for students to play their subjectivity. Although science loves to learn, some people don't like to learn if they don't understand. This requires us to create a harmonious and relaxed atmosphere for students, so that students can dare to think and ask their true feelings. Let students feel that teachers and students are equal, explore and study together. If the questions raised by students are far from the teaching content or the questions are harmless, teachers should first give positive encouragement and praise him for daring to ask questions, and then give inspiration and encouragement to let them sit down with a sense of accomplishment.

Secondly, it is necessary to eliminate students' psychological barriers, emancipate their minds, lay down their burdens, and encourage students to dare to ask and love to ask.

Second, guide students to ask questions

Students don't ask questions because they don't know where to start and what kind of questions to ask. In the initial stage, teachers should pay attention to demonstrating problems and show students their own ideas of finding problems.

D process, let students be inspired and have laws to follow. Of course, teachers should also pay attention to inspiring and guiding students to try to ask questions on the basis of demonstrating questions.

1. Ask questions from the topic

Many text topics in the textbook have the function of making the finishing point. Guiding students to ask questions on topics is not only conducive to exploration and understanding, but also can cultivate students' questioning ability. For example, teaching science, electricity and magnetism to the fifth grade, and guiding students to ask questions after asking questions. Ask the students: How many kinds of magnets can you name? So as to bet understand that relationship between electricity and magnetism.

2. Ask questions from the key and difficult points of the topic

Asking questions about the key points and difficulties of the topic will not only help students to explore the theme of this lesson in depth, but also help teachers to teach around this topic in the teaching process. For example, when teaching the four-state change of water in grade four, a student mentioned the seemingly simple problem of "frost and snow formation", which is actually of great explanatory value. In fact, this problem has been solved by explaining the three-state changes of water through experiments, and students understand the reasons why life is changing.

3. Questions from contradictions

Some words seem contradictory, which is the original work of the editor. So as to know the truth and raise awareness. For example, in Lesson 13 "Cold Water and Hot Water", there is an experiment: add 280 ml of hot water (about 80 degrees) to a beaker and 80 ml of cold water to a conical flask. Put the conical flask into a beaker, cover the mouth of the beaker with cardboard, punch two holes in the cardboard, and put the two thermometers into hot water and cold water respectively. Observe the initial temperature and temperature changes in the two containers every 65438 0 minutes. I said that the temperature of cold water is higher than that of hot water. The student said, "That's impossible." I said, "Well, let's try." The students are curious and watch and record carefully. It turns out that the cold water is a little high. As a result, the students' enthusiasm came up and they discussed why.

In the design of this class, on the basis of understanding the students' intuitive concept of "dissolution", I designed another activity of this class: observing the changes of flour in water. The purpose of this activity is to

Challenge students' metacognition and stimulate cognitive conflicts. Some flour is invisible, and some flour is still visible. Is it "dissolved"? When it is difficult for us to judge with naked eyes, filtration and precipitation can help us make reasonable judgments, thus enriching students' understanding of the second level of "dissolution"? Dissolved substances cannot be separated by filtration and precipitation.

4. Protect curiosity and stimulate interest

Curiosity is a psychological and behavioral motivation to face, stare, approach and explore caused by novel stimuli. Research activities, and then innovation, is one of the strongest driving forces of human behavior. 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. In order to cultivate children's interest in learning, we must pay attention to cultivate their curiosity and thirst for knowledge. Russian educator ushinski said: "Compulsory learning without the slightest interest will stifle students' desire to seek truth. "Children are open-minded and imaginative. We should affirm and appreciate some surreal or whimsical ideas or questions of students, and stimulate students' curiosity and motivation in the process of interest formation.

5. Elaborate concept teaching strategies to promote effective teaching.

1) Pay attention to observation and description.

Observation and description are the basis of concepts and can effectively promote teaching. Dissolution is a process, and more attention should be paid to guiding students to observe and describe the changes in the process of dissolution in teaching. To establish a scientific concept of "dissolution", students must have rich facts of "dissolution" in their minds. Personal observation by students is the best way to obtain facts. It is based on this series of observed facts that students form the concept of "dissolution" through analysis, synthesis and generalization.

2) Pay attention to the details of experimental teaching and try to eliminate interference.

Paying attention to teaching details directly affects the formation and development of the concept of dissolution. The detailed description of the experiment can better help students observe the changes of the dissolution process. For example, students make flour and sand.

And salt filtration experiment, the teacher gave the students two warm tips: don't poke the funnel with chopsticks; The instructions for pouring the mixture into the funnel are that it is enough to pour it once. These two operating skills are guaranteed.

In the face of a new round of curriculum reform, we should explore hard, be bold and innovative, be irresponsible, and cultivate a new generation with all-round development, scientific thinking and innovative ability, and be smarter.

Narrative of science teaching education in primary schools 4

Science learning in primary schools advocates learning activities from natural things around children, so as to form attitudes and skills to explore nature and acquire learning methods about knowledge of nature. In order to better implement this guiding ideology, in the teaching of the first volume of Cold Water and Hot Water in the fifth grade of primary school, according to the characteristics of this class, I designed a classroom teaching mode of teacher-student interaction, cooperative inquiry and student exchange. In class, I first guide students to observe the differences of illustrations in the teaching materials. Ask the students to describe what is cold and what is hot in words according to their own life experience. Then ask a question: can fingers accurately sense the heat and cold of water? Let students make simple guesses, guide students to think about how to describe the degree of heat and cold of objects more accurately, stimulate students' interest in exploring the problem of heat and cold, and lay the foundation for the later teaching. Then experiment in groups. First of all, I put forward specific requirements for the content, methods, processes and precautions of the activity. In particular, the temperature of hot water should not be too high. In the experiment, first, feel the temperature of water with your fingertips, so that students can experiment step by step according to the requirements of the textbook, feel cold water and hot water with their fingers respectively, and describe their different feelings about cold water and hot water with appropriate language. Then organize students to exchange feelings in groups and try to analyze the reasons. When the students were discussing in groups, I wandered among the students and saw a scene that made me think deeply. I saw a group of members blushing and arguing about who should answer which question first. When I walked beside them, they stopped suddenly. In the other group, a girl saw me like a referee and immediately raised her hand and said, "Teacher, he is wrong. It should be like this. " And that classmate said, "I'm right." In order not to cause big fluctuations, I returned to the podium. I looked around and there was a classmate sitting in a ball in the corner of the classroom. It seems that he is not interested in everyone's discussion. It was time for a short discussion, and several students quickly answered and passed the questions. A class will be over soon, but I don't know why I don't feel relaxed. I can't forget those dull eyes and two disputed faces, which makes me think about what kind of cooperation is successful and what kind of problems are worth discussing and attracting students to participate.

The New Curriculum Standard actively advocates independent, cooperative and inquiry learning methods. He asked teachers to contribute to the formation of learning methods in the determination of teaching content, the selection of teaching methods and the design of evaluation methods. Every step of teachers should follow the principle of "all for children, all for children", and cooperative learning is no exception. First of all, cooperative learning is organized and has a division of labor, especially for junior students. Every student should know his own task. Such as team leader, recorder, etc. So that everyone can participate and express their opinions. In addition, when there is a dispute between students, teachers should provide students with ways to organize students with the same opinions to discuss the problem, that is, it is necessary to discuss and discuss again, so that students will be interested and willing to participate in the discussion and argue with other opinions. Secondly, the teacher asked the students to discuss the problems that everyone wanted to solve. In addition, teachers should also grasp the need to discuss when new knowledge appears. The new curriculum concept has replaced the teaching syllabus that has been used for decades. This change, like the spring breeze, has brought us infinite vitality and made us feel new vitality. However, we educators should see and pay attention to the most essential things in education. This is an impossible goal for a class to accomplish in a week. We advocate independent, cooperative and inquiry learning methods, not to say that we should not accept learning, nor that research-based learning should be superficial, but that it should vary from class to class and from person to person. Through the constant guidance of teachers, students should go through the process of finally understanding and trying to accept new knowledge.