First, information technology and the integration of science teaching content in primary schools
In the current primary school science textbooks, there will be some teaching contents that are far from reality and life. At the same time, the most vivid science textbooks and teaching contents with obvious characteristics of the times in the world today are difficult to be reflected in the textbooks in time and accurately due to the limitations of textbook compilation. The materials and information in real life can not only make students realize that the knowledge they have learned is closely related to the problems they are exposed to, but also greatly stimulate students' interest and enthusiasm in learning science and make them realize that there are rich scientific knowledge in real life. The content of science courses should meet the needs of society and students. Therefore, science learning materials should choose the most necessary content that is close to children's life, in line with the development trend of modern science and technology, in line with the needs of social development, and conducive to building a knowledge foundation for their lives.
For example, Unit 2 of Primary School Science 1 1 published by Jiangsu Education Publishing House, Unit 4 of Our Earth and Exploring the Universe are relatively macroscopic, which is far from the knowledge base and "life" reality of students. Therefore, with the help of information technology, I solved the insurmountable time and space limitation, condensed the macroscopic cosmic phenomenon into the classroom, and shortened the long-term changes of thousands of years to a few minutes and seconds to show to students. In my teaching, first, through the students' online search for information, starting with the information that students are most concerned about, let students study the formation process of volcanic eruption and earthquake phenomena. Centralization, concretization and visualization of complex crustal movement not only enable students to have a profound understanding of the crustal movement of the earth, but also enable students to experience the general process of scientific research to understand the earth and explore the universe.
We use information resources and modern teaching methods to cross the boundaries of time and space. Integrating information technology into science teaching in primary schools, making full use of all kinds of information resources and modern means, introducing the flowing water of the times, and combining with the content of science teaching in primary schools, make students' learning content more colorful, more contemporary and closer to life and modern science and technology. Changing the traditional science teaching content can not only make science textbooks "alive", but also make students' science learning in the information age, and at the same time expand teachers' knowledge horizons.
Second, the integration of information technology and science teaching methods in primary schools
The human society in 2 1 century is a brand-new information age. The information society is characterized by individuality, diversification, concern and respect for people, and all for people has become the main theme of the information society. Science teaching in information integration primary schools should have brand-new teaching methods and forms. As an innovative teaching attempt, the integrated teaching of information technology and disciplines abandons the traditional teacher-centered "lecture-style" teaching method, but adopts the constructivist learning theory that has emerged in recent years, and the advocated learning method is student-centered learning under the guidance of teachers. In the whole teaching process of information technology and subject integration teaching, teachers play the roles of organizer, director, helper and promoter; Make full use of learning environment elements such as situation, cooperation and conversation, and give full play to students' initiative, enthusiasm and initiative, and finally achieve the goal of enabling students to effectively construct the meaning of what they are learning at present. Therefore, we consciously let students consult materials or conduct social surveys, and extend the study of scientific knowledge from in-class to out-of-class, which not only broadens students' knowledge horizons and enriches students' extracurricular knowledge, but also cultivates students' ability to explore knowledge independently and improves students' ability to collect and process information.
For example, in the teaching of Unit 4, Lesson 2 of Primary School Science published by Jiangsu Education Publishing House, I analyzed, processed and supplemented the teaching materials according to the teaching objectives and presented them to students in the form of web pages. In the classroom, students put forward learning projects, and then under the guidance of teachers, they use the information provided by teachers (or look for information by themselves) to carry out independent learning combining personalization and collaboration, and use information technology to complete the proposed research projects. Then, teachers and students make use of the characteristics of rich information, timely dissemination, convenient reading and strong interaction to evaluate and feedback their learning.
We introduce the traditional classroom teaching mode into the network information field where information technology and effective courses are integrated. The integrated teaching of information technology and discipline fully considers the individual characteristics of students, achieves the standard in the most basic aspects of teaching objectives, and maximizes everyone's potential and value. Therefore, the integration of information technology and science teaching methods in primary schools can not only present a relaxed research atmosphere, but also try to infiltrate STS (Science, Technology and Society) educational ideas. For example, the interior of the earth, volcanoes and earthquakes, surface changes, mineral resources, solar family, exploring the universe and so on. Let students expand the process of independent scientific inquiry by collecting information, studying information, sorting out information and applying information, and guide students to think about the formation of the earth's environment and resources and the importance of human beings.
Third, information technology and the integration of scientific inquiry topics in primary schools
Scientific learning should take inquiry as the core. Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science. Science curriculum should provide students with sufficient opportunities for scientific inquiry, so that they can experience the fun of learning science like scientists, increase their scientific inquiry ability and acquire scientific knowledge in the process of scientific inquiry; And form a scientific attitude of respecting facts and being good at questioning; Understand the history of scientific development and the essence of science. In this era of information explosion, in this rapidly changing information world, we should make use of the integration of information technology and science courses to enable students to conduct research on inquiry topics.
For example, in the club activities of our school's "Science Studio", research topics such as "Earth Exploration", "Members of the Solar System" and "Dinosaur Age" were announced. Many students of different grades and classes in the whole school actively participated in the discussion, or individuals or groups formed research groups to find relevant information through network resources. Under the guidance of different teachers, organize your own research results, write a small paper and publish it online or leave a message on the message board of the campus network.
Students are the main body of scientific learning. Students have a strong curiosity and active desire to explore the world around them, and learning science should be their active participation and energetic process. Science curriculum must be based on meeting students' development needs and existing experience, and provide various scientific inquiry activities that students can directly participate in. It is more effective to let them ask and solve problems by themselves than to simply teach and train. Teachers are organizers, leaders and close partners of scientific learning activities. They should fully understand and respect students' performance in science learning activities, and have a positive impact on students with their own teaching behavior. The application of information technology in the integration of primary school science expansion projects makes students learn more actively. In communication and discussion, they not only learn from other people's research results, but also have a sense of joy and accomplishment about their own research results. At the same time, they feel the pleasure of discussing and exploring with others, and infiltrate the idea of sharing scientific research results with others, which can cultivate their scientific interest.
Four, information technology and primary school science curriculum integration should pay attention to the problem.
In the research process of the integration of information technology and science curriculum, we feel that we need to pay attention to the following issues:
The integration of information technology and science curriculum, in which computers are only introduced into classroom teaching as an auxiliary means. Moreover, it takes a long and gradual process to master the basic knowledge and skills of computers. Teachers and students are not skilled in mastering the basic knowledge and skills of information technology, especially primary school students, who often encounter obstacles in the auxiliary teaching itself because they do not have relevant synchronous knowledge.
2. The use of computers is for the teaching needs of science courses, not for the use of computers. Using computers on the basis of traditional teaching is to give full play to the advantages of computers, rather than throwing away everything in traditional teaching and using computers only.
3. The resources on the Internet are abundant, but they are repetitive and of low quality, so they cannot be directly used for teaching. If all teachers do it by themselves, they will invest a lot of time and energy, be limited by a certain technical level, fail to accurately show the design requirements, and delay their teaching tasks.
The implementation of scientific teaching in primary school information technology teaching can give full play to students' initiative in learning, make students consciously participate in information technology learning, make the classroom full of vitality and vitality, improve students' interest in learning, cultivate students' creativity and aesthetic ability, and thus improve effective teaching.
Generally speaking, the integration of information technology and primary school science curriculum will undoubtedly be the dominant curriculum learning mode in the information age, and it will also become the main way of school education and teaching in the 2 1 century. Therefore, we should actively advocate and explore the teaching method of integrating information technology with curriculum, and strive to find the best way in the shortest time. Educational environment and teaching content are greenhouses to nourish students' scientific literacy. As long as the teaching materials and educational methods are used reasonably, I believe that our information technology and science teaching will shine brilliantly!