First, cultivate good observation quality.
Observation is the beginning of scientific inquiry and the window of external information input. Observation ability is not innate, and students' good observation quality needs to be consciously cultivated. "Seeing" does not mean "observing". Great inventions in the history of science are often attributed to the careful observation results of scientists. For example, Newton drew the law of gravity from the phenomenon that everyone turned a blind eye to the apple falling to the ground. Foucault draws the conclusion that the earth rotates from the phenomenon of simple pendulum. Therefore, the cultivation of good observation quality is very important for students' future development. Good observation quality mainly includes:
(1) Objectivity of observation: "Seeking truth from facts and being objective" is the basis of cultivating scientific process skills and the essence of scientific spirit. Pupils should cultivate a realistic attitude from an early age, tell the truth when observing, and do not falsify results or data to truly reflect their observed phenomena.
(2) Persist in observation: Valuable scientific discoveries are by no means the result of "cursory inspection". For example, Zhu Kezhen, a famous scientist, discovered the relationship between sunspot activity cycle and plant phenology such as flowering and falling flowers through 24 years of phenological records. Darwin also experienced decades of painstaking observation and experiments, and wrote the famous Origin of Species. Therefore, in primary school science teaching, we can guide students to observe and analyze from different angles, cultivate their patient and lasting observation quality, and thus cultivate their meticulous and persistent scientific attitude.
(3) the acuity of observation: success in science often lies in whether we can seize fleeting opportunities and capture the essence of things from nuances. Galileo obtained the synchronization of the simple pendulum from the swinging phenomenon of the church chandelier. Therefore, we should attach importance to cultivating students' keen observation ability and keep "high vigilance" against the development and changes of things at any time, which is the key to improve students' observation ability.
(d) The comprehensiveness of observation: students should be guided to observe things comprehensively and from multiple angles, and piecemeal and seemingly unrelated isolated things should be put into the whole to perceive. For example, the observation of the ancient "water bell connected with water" in the second volume of the fifth grade of primary school science published by Education Press should be integrated with funnels, water tanks, buoys, gears, dials and scales. The correlation between them will be found. At the same time, students should be encouraged to try to observe the same thing from different angles with different sensory organs. For example, if you feel an apple with taste, smell, vision, hearing and touch at the same time, the observation effect is obviously more comprehensive.
(5) Selectivity of observation: Because of their young age, primary school students often fail to grasp the key points of observation and pay attention to things that should not be paid attention to. For example, when you heat something with an alcohol lamp, they should have observed the phenomenon of the heated thing, but some students only saw the flame of the alcohol lamp beating. Therefore, to guide students to learn to observe, only with a clear and specific purpose to perceive, observation can be accurate, comprehensive and meticulous. Therefore, it is necessary to guide students to clearly observe the direction and form the habit of conscious and purposeful observation.