-The teaching case of "Paper" in the second volume of science in grade four.

Wuxue shifosi primary school

The Science Curriculum Standard for Primary Schools points out that inquiry is not only the goal of science learning, but also the way of science learning. Experiencing inquiry learning activities is the main way for students to learn science. Therefore, in science teaching, we should provide students with sufficient opportunities for scientific inquiry, let them experience the fun of learning science, increase their scientific inquiry ability, acquire scientific knowledge, and form a scientific attitude of respecting facts and being willing to question. In order to achieve the goal proposed in the standard, as a science teacher, I attach great importance to guiding students to train and master scientific inquiry methods and cultivate their scientific inquiry ability through independent and open classroom teaching.

Some teachers also mechanically understand scientific inquiry as a process, and think that inquiry must be carried out according to the steps of asking questions, putting forward assumptions, making plans, designing experiments, communicating and verifying assumptions. Teaching is too rigid and inflexible. The basic idea of "Primary School Science Curriculum Standard (Grade 3-6)" points out: "Students are the main body of scientific learning, and scientific learning should take inquiry as the core." Many times, after busy activities, students' minds are still blank, and their knowledge and ability have not been really improved. Why is this? "Knowledge is not acquired by teachers, but by learners in certain situations, with the help of others and necessary learning resources, through the way of meaning construction." Since the implementation of the new science curriculum, I often have a special feeling about this sentence. For example, the lesson paper I recently taught is Lesson 10, Unit 2, Book 2, Grade Four Science, Hubei Education Press. After experiencing the practical experience of various activities in the last unit, students have some experiences and methods on how to use their various senses and use some simple tools to study the objects they observe. In the following study, how to expand and extend students' observation horizons, dig out more observable contents, and really let students experience the continuous accumulation and improvement of scientific literacy in activities is what I have been thinking and pondering in teaching design!

Introduction: Divergence in Infiltration

Science classes focus on observation activities. Today, when subjective education is advocated, the classroom has become a stage for students to construct their own personalized ability and knowledge. The concept of "relaxing the shackles and letting nature take its course" has turned teachers from knowledge imparting to knowledge guiding. At this time, how to do a good job in the introduction of a class, so that our students can devote themselves to the inquiry activities again and again in the most active state, and realize their greatest value in limited time and space, is a problem that I have repeatedly thought and explored.

Teaching clip 1:

Teacher: Can children recall what we learned when we observed the soil before?

Health: Knead the soil.

Health: burning earth.

Teacher: Can you speak more clearly?

Health: Soil particles of different sizes.

Health: There are living insects and other small creatures in the soil, and there are rotten animals and plants in the soil.

Health: There are all kinds of things in the middle of the soil-some are shiny, some are black, and some are obviously colored.

……

Teacher: The children are amazing. They can learn so much. Today, the teacher will reissue some awards to the children. The first one is the big nose award (showing a cartoon big nose), because he told the teacher when he was watching that he smelled the smell of soil when he was barbecuing! And who is this big eye (showing cartoon eyes) for? For little friend B, she found black soil. When she was soaking in water, she put a small piece in it, and finally the small piece disappeared and produced small bubbles. ! (distributed to children)

Teacher: There are many prizes here (show your ears, nose, hands, etc. ) Who are they for?

When students raise their hands. ...

Teacher: Today, when the teacher received the prize, he also brought a difficult problem (showing a blank sheet of paper), an ordinary blank sheet of paper. What can you observe besides being white?

When the students chattered, they handed out white paper and began to observe. ...

In this lead-in, on the one hand, when I recalled observing the soil, I made an open infiltration into the content space of observation, spreading students' thinking, on the other hand, I used an incentive means to arouse students' desire for observation and implicitly guided students to observe with multiple senses. Bottom line: The less students realize that they are studying, the better the learning effect will be. Here, while stimulating students' interest, I strive to cultivate students' ability to transfer and apply knowledge. Judging from the teaching process and results, I didn't review how to observe, but after five minutes of observation, the whole class told me a dozen characteristics of a blank sheet of paper, which surprised me!

Second, the teaching process: advance in the open.

Science class should guide students to explore the mysteries of nature like scientists and establish an open teaching concept. As the main body of learning, students have a strong curiosity and desire to explore the world around them. Classroom should be a process in which they actively participate and play their initiative. In order to fully reflect the new teacher-student relationship with teachers as the leading factor and students as the main body, in teaching, I boldly let students independently design the scheme of inquiry activities according to their own ideas and purposes, so that students can explore purposefully and truly become the masters of inquiry.

For example, in the important activity of this class, "Comparing the Differences of Paper", I made the following attempts:

1, open teaching content and teaching ideas.

Teaching part 2:

Health: I think the weight is different too.

Teacher: How do you know?

Health: Yes.

Health: I look with my hands.

Teacher: Good, but when the difference between two pieces of paper is very small, can you still read it and weigh it? (Show two similar sheets of paper)

……

Teacher: Who has a good idea?

Health: Can you weigh it?

Teacher: Really? Can you try it? (Show a balance, put it under the physical display table)

Students try (the paper is too light and the effect is not obvious)

Teacher: Is there anything wrong with this method? Who can think of an improved method?

Health: Find a more accurate scale.

Teacher: ok, but the teacher's scale is very accurate, but I still can't weigh it. Can you do something?

Health: You can use more paper.

Teacher: How much? Can you have a try? (Provide two stacks of paper)

After the students come up, open all the papers and the balance will tilt.

Teacher: Does this mean that the paper on this side is heavier?

Health: No! (Several students are shouting excitedly below)

Teacher: Why not?

Health: Maybe there are more sheet piling, so it can't be compared.

Teacher: Good. What would you do if you were asked to do it?

Health: Let me count, there are as many as two piles!

……

Next, the students mentioned different water absorbability, and I made a simple demonstration; When the students mentioned different sounds, I used a tape recorder to amplify the effect, and guided the strength contrast when throwing paper. It took 1 minute to shake and listen to each other at the same table. As a result, students' mood is getting higher and higher, and their thoughts are becoming more and more open. The differences mentioned, such as different transparency, different smoothness, different hardness, etc., are far beyond my preset. To my surprise, I want to compare the thickness of paper as an extended topic after class. Results In the mutual inspiration and correction of the students, I got a completely accurate method in less than two minutes!

Teaching students the absolute method of "teaching people to fish" is better than letting them stumble on the road of acquiring knowledge and experience the hardships and happiness in the process of acquiring knowledge. There are many ways to acquire scientific knowledge. In the science class, let's open up the teaching contents and ideas and experience the surprises brought by the new curriculum together!

2. Open learning space.

In science class, group cooperation is an important way of learning. In the thesis class, I really want to explore the observation of the thesis. In view of the teaching content of this class, I put the focus of group cooperation on the communication after observation, hoping that students can improve their understanding through group communication.

But there is one problem that I haven't decided yet, that is, should the tables and chairs be arranged in groups of four? The sitting space is open, is it really valuable for students' study? At first, I didn't care about this launch, because I could ask my classmates in the front row to turn back when I was communicating. When I am not active, how students sit is a matter of form, so why insist.

I went to the same class three times, which also made me understand the significance of group cooperation. Because of the same content, the learning effect of the class arranged by four people is obviously better than other classes. Was it just an accident? After careful observation and thinking, I found that it was not. I began to understand the concept of group cooperation as a simple communication between group students. Only when every student knows that he is communicating can it be a real communication? Generally, before each group cooperation, I will habitually say something like "Let's talk in groups" to let everyone know that I have used the cooperative method in this class, but is it effective? Later, in the activity of observing a blank sheet of paper in this class, I prepared a blank sheet of paper for each student, but only provided each group with an optional tool. Although I didn't ask students to share their observation methods and results in the group, in the process of this activity, for example, a student inadvertently said his findings: "My paper is a little transparent!" "It is much more meaningful to infiltrate the transparent information of paper to everyone sitting next to you at once than to let students communicate in groups and learn other people's observation methods!

Only effective group learning is the real group cooperation. In the empty space, it seems that there will be chatter among the students in the group, and there are certain problems in discipline, but there is a true and effective concept of cooperation!

Through such training, students' divergent thinking has been activated and their interest in learning science has also reached a higher level. At the same time, it also lays an indispensable literacy foundation for students' further study, work, research and even invention.

Through practice, we found that:

1, in the teaching process, provide students with a broad space and time for scientific inquiry, so that students can become the main body of learning.

The new curriculum standard emphasizes that students are the main body of scientific learning and advocates students to experience inquiry learning activities by themselves. Scientific inquiry is carried out in the form of question-observation (inquiry)-report communication, and students observe, discover and communicate independently, becoming the main body of learning. But if we dig deeper, we will find some deep-seated differences. Generally, after the students observe the thickness of the paper, the teacher reports it immediately; Observe the water absorption of paper before reporting; Compare and judge before reporting. In this way, the whole inquiry activity is divided into many small activities, and students report again and again under the guidance of teachers. With the report again and again, the students' activities are suspended, suspended and suspended. Basically, the teacher is directing the students, and the students follow the teacher, showing the superficial or even false subjectivity of the students. In the case, give students enough time and broad space: observe the grouped materials for five minutes; Communicate and observe each other for eight minutes; Design experiments to study the water absorption and tensile strength of water for eighteen minutes. In this way, small activities become large activities and isolated activities become high-level activities. The students made a continuous observation within 2 1 minute. After the observation, the whole class communication is the communication of rich facts collected by students. This kind of communication can trigger a spark of thinking, which truly embodies the subjectivity of learning and is more conducive to the development of students. Therefore, in the usual science teaching, we should also give students enough time and independent space to turn small activities into big activities and promote the development of students' inquiry ability.

2. In teaching strategies, give play to the guiding role of structural materials and promote students' inquiry.

Child psychology tells us that the concentration and stability of primary school students' attention are very poor. When we give students a lot of time, how can we keep children interested in inquiry and keep their attention focused on scientific inquiry?

"Materials cause learning and materials cause activities". The orderly distribution of structured materials enables students to gradually deepen and promote their thinking activities in gradually complicated problems, thus giving people a strong desire and motivation to explore and prompting students to further discover. In the implementation of observation paper, when students observe, teachers do not use language to guide, but observe students' behavior and distribute materials in time according to students' responses. At the beginning of the activity, the teacher only provided some necessary papers. After preliminary observation, students are provided with scales and two stacks of paper, and students naturally make bold guesses and experiments with materials. In the process of observation, the teacher did not explain, but provided materials, which turned the audio inquiry and guidance into silence, but silence was better than sound. Teachers constantly provide new materials and create new excitement in activities. Students naturally follow the materials provided by the teachers and gradually explore under the guidance of the materials, and always maintain a high degree of interest in exploration. This gives play to the guiding role of structural materials and promotes the continuous exploration and progress of students.

3. In terms of teaching objectives, we should realize the unity of explicit activities and implicit activities in inquiry activities, promote the establishment of students' scientific concepts and promote the development of students' thinking level.

The inquiry activity advocated by the new curriculum is the unity of explicit activity and implicit activity, and the unity of operational activity and thinking activity. We should not only pay attention to students' operational activities, but also pay attention to students' thinking activities, that is, the development or promotion of students' thinking. To achieve this goal, as teacher Yu Bojun pointed out, in science teaching in primary schools, we should not only "advocate inquiry-based scientific learning methods", but also "pay attention to the establishment of scientific concepts in science learning."

Teachers turn small activities into big activities, and students' activities are structured and continuous. In such activities, students' thinking has also been continuously improved. Especially when observing the different activities of paper, teachers guide students through structured materials. In the process of uninterrupted observation, students consciously think positively and explain according to facts. In this process of independent inquiry, students' understanding of paper is internalized through thinking. This not only deepens the understanding of the nature of scientific concepts, but also helps to cultivate scientific literacy including scientific thinking.

With the continuous development of science teaching, there is no end to scientific inquiry. Let's base ourselves on the past, reflect on the present, "grasp the direction of scientific inquiry" and make continuous efforts to realize real scientific inquiry!