1. Stimulating learning interest in colorful activities is the best teacher and the greatest motivation for learning. Colorful activities are primary school students' favorite way of learning. In order to stimulate students' interest in learning science, experience the characteristics of science curriculum learning, and carry out colorful activities to lead children into the hall of science learning. Teachers should accurately grasp several basic ideas embodied in experimental textbooks, pay attention to students' learning process, and strive to establish new teaching methods based on students' interests. Teaching content should make full use of students' life experience and realistic examples. According to the teaching content of this lesson, teachers and students should jointly create vivid, interesting and vivid learning situations that can guide students to actively participate. The created situation must have the function of attracting students' attention and improving their interest in learning. More importantly, the situation should be full of meaningful and challenging natural science problems. When teaching animals and the environment, I let the students play the parents of little raccoons who are homeless and wandering around. Then through the video, let the children see the wild animals fall down one by one, and the students began to talk about it, and finally they were silent. Seeing this scene, I said to the students, "All this is caused by the unkindness of human beings to our' friends'. We only have one earth, and it is impossible for the earth to have only humans. We, animals and plants all live in a common big garden. " Unconsciously, it not only improves children's learning enthusiasm, but also knows how to care for the environment, protect animals and care for others. For example, for a while, students in Grade Three began to get used to playing paper airplanes, but most people's paper airplanes didn't fly high or far, and their enthusiasm was decreasing. At this time, students need to be helped to find out the reasons. At this time, we have just finished learning the lesson of "paper flying wing". I introduced the common sense of paper flying wing to the students, and let them experience how to make the paper plane fly high and far. The students are very keen to participate. Through practice, when the paper plane in everyone's hand flies, most people are very happy and enthusiastic, because they can have fun and get some scientific knowledge, killing two birds with one stone.
Second, the interaction and cooperation between teachers and students make the classroom more exciting. The new curriculum and textbooks put forward higher requirements for the specialization of teachers' roles, emphasizing that teachers are promoters, collaborators, participants and guides of students' learning. Teachers should actively interact with students in the teaching process, pay attention to cultivating students' independence and autonomy, and guide students to question, investigate and explore. In students' inquiry learning, teachers should become close partners of students, and also change from "instructor" to "promoter", from "pressure" to "motivation" and from "authority" to "non-authority". In teaching, individual learning, deskmate communication, group cooperation, organizational communication and class communication are all common forms of classroom teaching organization in the new curriculum. These organizational forms create time for students to cooperate and communicate, and teachers should design vivid and colorful classrooms. Turn the classroom into a stage for display and exchange, so that students can fully display and exchange the results of after-school research in the classroom and make the classroom more exciting. It can be said that this is an optimal method.
Third, attach importance to and strengthen experiments to cultivate students' scientific inquiry ability. The new science curriculum standard emphasizes that "scientific learning should take inquiry as the core" and "make inquiry the main way of scientific learning". There is no doubt that experiment is the most effective means to learn science. Hands-on experiments can stimulate students' interest in science, effectively help students develop their intelligence and improve their scientific quality. However, any experiment is not for students to do casually, have a look and talk. It is also necessary to cultivate students' rigorous and scientific attitude. In the experiment, it is necessary to: (1) define the purpose. Let the students know the purpose of the experiment before each experiment. To put it bluntly, let them know what this experiment is for. (2) Design the experiment. This link is the most important, because every student likes to do experiments, but they are often driven by curiosity and act blindly. After doing this step, they didn't know what to do next, reversed the operation process and made fewer omissions, which led to the failure of the experiment. So it is necessary to design the experiment before the experiment. The process of designing experiments depends on students' guesses. Students have many creative ideas and practices, which is a good opportunity to cultivate students' innovative spirit and practical ability. (3) Clear tasks. When doing the experiment, the teacher should remind the students to observe comprehensively with all the sensory organs. First, look scientifically with your eyes, and always remind students to observe every tiny place and every tiny change with their eyes. In addition, you can also show students the experimental record form directly, so that students can fill it out carefully while doing it. This is scientific listening and scientific doing, which can help students perceive things more comprehensively. (4) Clear results. From the phenomenon to the analysis and comparison, the experimental conclusion is drawn. (5) Application conclusion. The key to learning science is to use science. For example, after teaching the course "The Power of Magnets", I designed a small example in life "Holding sewing needles skillfully" to let students apply what they have learned to their lives. In this way, they not only connect with the reality of life, but also cultivate students' interest in learning and loving science. At this time, let the students extend the classroom to extracurricular activities, find out examples of using magnets in their lives, and pave the way for later learning "the application of magnetism". Therefore, paying attention to the process of students' scientific inquiry, that is, through "hands-on experiments", will gradually cultivate students' scientific inquiry ability, and make them really love, learn and apply science by asking questions, guessing assumptions, verifying and solving problems. Fourth, make use of local resources to make students feel and experience. When learning to observe the body, the teacher first asks the students at the same table to observe each other's bodies, understand how many parts the body is made up of and what each part looks like, and draw the observed pictures. After having a certain understanding of the shape of the body, let the children touch it themselves to see what else is in the body, such as finding the position of the heart, finding the ribs and counting how many ribs there are. When learning "A Plant's Life", the teacher asked the children to plant in groups on the basis of observing the seeds, observe and record them in the process of planting, and draw pictures of plants in different growth stages. In this kind of game, observation, experiment, recording, production, painting and other activities, children not only experienced scientific discovery, scientific exploration and scientific creation, but also developed a strong interest. In frog teaching, in order to let students know how frogs jump and swim, teachers can make their own courseware and show students slow-motion pictures of frog jumping and swimming, so that students can compare and observe with the real thing and know how frogs move. The students looked down at the frog in the sink on the table for a while, and then looked up at the slow-motion picture of frog jumping and swimming played by the computer. Soon, the students raised their hands to report the observation results. Through this teaching method, students quickly completed the observation task required in the textbook. 5. Appreciation education enables students to learn to learn. In class, I always encourage students to come on stage and express their views in different ways. For example, in the class of "Roots and Stems of Plants", after completing the conjecture that "roots can absorb water", I encourage students to design their own experiments. At this time, students' thinking is positive and design schemes emerge one after another. Some students simply went to the podium and wrote and drew on the blackboard like a little teacher. The students in the audience listened carefully, put forward their different views from time to time, and spontaneously applauded the well-designed wonderful speech. I think this kind of classroom effect is better than just preaching. In the usual teaching, teachers should be conscientious, carefully observe each student, be good at tapping each student's advantages and potential, and enter the students' hearts with heart. For some students who have learning difficulties or are willing to give up on themselves, we should adhere to the evaluation method of encouragement and praise, fully affirm and appreciate students' every progress, protect their self-esteem, rebuild their self-confidence, gradually cultivate their success psychology and form their autonomous learning. Learning in class is happy, giving children some opportunities to experience and feel for themselves; The classroom is full of challenges, give children a little difficulty and let them try to solve it themselves; Outside the classroom, it is constantly extending, so give your children some time and space to explore for themselves! Give your child every chance to succeed, that is, give yourself the most successful and greatest chance! In a word, the curriculum standards leave us a broad creative space. Starting from students' age characteristics and cognitive rules, we can make the most effective use of new textbooks by digging deep into the textbooks.