First, stimulate interest widely and promote learning with interest.
Cognitive psychology research shows that interest is the psychological need of children's cognition and the internal motivation to promote students' unremitting pursuit. If students are not interested in science or even tired of this subject, no matter how teachers optimize teaching, they will not achieve satisfactory results, let alone innovative education. Because the research of science classes is mostly about natural phenomena around students, which is close to students' life and practical, the teaching content itself has an irreplaceable interest in other disciplines. At the same time, primary school students have a curiosity about things and phenomena around them. They often ask questions and like to get to the bottom of it. Therefore, we should adopt various effective methods to stimulate students' interest and curiosity in science classes, mobilize their subjective initiative in learning science classes, and turn students' passive acceptance into active and creative learning. For example, use the myth of "the Goddess Chang'e flying to the moon" to guide children to explore the secrets of the moon; The exhaustion of Baiyangdian Lake and the flood of the Yellow River illustrate the importance of protecting nature. Inspire children to learn the science of ears and eyes with inaudible pain and invisible troubles, master the common sense of physical hygiene, and form good hygiene habits.
Second, create a teaching atmosphere conducive to students' innovation
The key to implementing innovative education in science teaching is to cultivate students' innovative thinking, which depends on students' psychological freedom. Therefore, teachers can't pretend to be teachers everywhere, set too high demands on students, and let demands become a rope that binds students' hands and feet. Instead, we should be good at transforming what we have learned into students' internal needs, creating a democratic, equal, relaxed and harmonious teaching atmosphere, giving students a sense of freedom and security psychologically, so that students don't have to worry about being criticized by teachers or laughed at by classmates if they make mistakes. In this way, students will have no scruples, dare to think, dare to do, dare to say and dare to ask, and actively carry out knowledge inquiry activities, thus overcoming the single classroom teaching mode of "teachers ask questions and students answer" that restricts students' innovative thinking, and making the teaching process a process of students' innovative thinking under the guidance of teachers.
Third, improve teaching methods and implement students' dominant position.
The traditional teaching method is "the teacher speaks and the students listen". Teachers try their best to "instill" the contents of textbooks into students, and the educated become containers for passively accepting and storing knowledge. This practice, which only pays attention to the teacher's "leading" and ignores the student's "subject", can only make the classroom atmosphere dull and depressing, and students feel bored, which is not conducive to the implementation of innovative education. Therefore, in science teaching, teachers should change from imparting knowledge to guiding learning, establish students' dominant position in teaching, and make teaching activities a bilateral activity of "teacher-led and student-centered". Make students change from "imitation" learning to "creation" learning, give full play to individual potential and actively develop individual thinking quality. For example, the textbook "Snail" in the fourth volume of "Nine Meanings" aims to let students know about the body surface characteristics, movement mode and eating situation of snails. In teaching, I didn't tell the students this knowledge directly, but let the students fully observe these superficial characteristics of snails themselves and then guide them to sum up. When the students saw the soft and slippery snail, someone actually asked, "The meat of the snail is so tender, can we eat it?" Some students also asked: "Snails want to eat vegetables, isn't that harmful to crops?" Someone even asked, "Is there any animal that can eat snails?" These problems far exceed the knowledge required in textbooks. Being able to creatively raise these questions is the result of truly implementing students' dominant position and allowing students to explore independently. This practice not only cultivates students' innovative thinking, but also makes teachers feel relaxed and students learn happily.
Fourth, make full use of the advantages of multimedia teaching.
With the development of modern educational technology, designing, making and using multimedia courseware reasonably in teaching can not only stimulate students' interest in learning, but also cultivate their innovative ability. For example, the multimedia courseware reproduces the development process of chainsaws, airplanes, radars, etc. With exquisite graphics, animations and sounds, students can be inspired to imitate biological characteristics and make inventions. When the multimedia showed that Lu Ban had cut his finger by thatch, the teacher purposefully guided the students to observe the edge of thatch leaves (the enlarged picture showed that the edge of thatch was serrated at this time), and asked according to the observation: What would you think if you were Lu Ban? After students' active thinking and full discussion for a period of time, the picture shows Lu Ban's enlightenment and specific practices, which enable students to experience the creative process of Lu Ban's invention of chainsaw in the activities of watching, listening and thinking, inspire students' innovative thinking and cultivate students' innovative ability.
Fifth, open the classroom and actively carry out extracurricular inquiry activities.
Science classroom teaching in primary schools is the main channel to cultivate primary school students' scientific and technological quality and implement innovative education. However, according to the characteristics of science textbooks, classroom teaching alone is far from enough to achieve the above goals. Teachers should broaden channels and guide students to carry out various forms of extracurricular education research activities. (1) set up a science and technology interest group. Teachers organize students who are interested in science, let them participate in small experiments, small productions, small inventions and small creations, and guide them to write small papers, write sci-fi diaries and run science and technology tabloids. Cultivate students' innovative spirit and ability through lively and interesting activities. (2) Organize students to carry out extracurricular visits purposefully and in a planned way. Through activities, let students know about the achievements and existing problems of human beings in conquering and transforming nature, and inspire students to innovate and solve existing problems. (three) the use of local resources, do a good job in planting and planting activities. Through activities, students' scientific knowledge can be linked with real life, students' interest in scientific things can be cultivated, and students' innovative consciousness can be induced. (4) Encourage students to read extracurricular scientific and technological books and newspapers, watch sci-fi movies and television, reproduce the creative experience of predecessors through vivid examples, create achievements and experiences, and stimulate students' creative desire.
In short, in the implementation of innovative education in science classes, teachers should make full use of the advantages of all aspects according to the psychological characteristics and cognitive laws of primary school students, improve teaching methods, let students explore themselves in democratic, relaxed and harmonious classroom teaching, take the initiative to ask for it in colorful extracurricular scientific and technological activities, and gradually cultivate students' innovative consciousness, innovative spirit and innovative ability.