Zhang Dongmei

"What is science?" When a teacher doesn't understand the nature of science, how can he really have a good science class? How can we put the research of scientific knowledge in the process of scientific inquiry and in the context of the history of science and the relationship between science and society? At best, he is just a teacher who stays in the stage of "exam-oriented education" characterized by memorizing symbols. A science teacher can bring scientific knowledge into life by mastering what science is; Mastering the difference between science and other disciplines can teach science well; Only by mastering the scientific spirit can teaching be handy, flexible, active and comfortable! According to the analysis of the current situation of our science teachers, if we don't fundamentally solve the problem of scientific understanding, science teachers will inevitably mislead a group of children who are curious about science with sincerity and redouble their efforts, supplemented by pseudoscience! When I recall my teaching, I only feel ashamed. Many times, in the process of classroom teaching, even I feel a little knowledge and confused when faced with the problems. It seems that only by constantly injecting the real source of science into ourselves, distinguishing the difference between science and pseudoscience and enriching our scientific knowledge can we be worthy of the title of science teacher full of challenges and glory.

"What is science? It is pointed out that "science as knowledge, science as process and science as inquiry" are developing relations, that is, the former is the foundation of the latter. The book suggests that if these relationships are not handled well, the result is not so much scientific inquiry as "script"! Therefore, the mastery, selection, organization and guidance of teaching materials and methods in the first-line classroom will directly affect the effect of scientific enlightenment education. As science teachers, we still have a long way to go. Although to truly understand the nature of science, we need a long process of reflection and adaptation, and a painful process of tempering and struggling. But we must take the initiative to face it, because we shoulder the hope of scientific enlightenment education. After reading this book, I was deeply impressed by Mr. Zhang's words. She pointed out that what should be left for primary school students is a closed question. Generally speaking, a class can only be conducted around a "conceptual system". Teachers should ask more questions in the discussion of science class, "Where is the evidence?" "according to?" Instead of asking, "Why?" In the science class of middle and lower grades in primary schools, we should observe more and explain less. Regarding the characteristics of the subject, she also pointed out that in the process of scientific research, all forms of logical reasoning are in line with the thinking process. It can be said that if a class is full of divergent thinking language, questions and activity design, it is hard to say that it is a typical science class, at least it is not a successful science class.

"Scientific learning should take inquiry as the core". Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Scientific inquiry learning emphasizes students' autonomy, but due to the limitations of students' cognitive level, students can't do without the effective guidance of teachers in scientific inquiry learning activities. Teachers should pay attention to the coordination of explicit guidance and implicit guidance when guiding inquiry activities. The so-called explicit guidance refers to teachers' verbal encouragement, inspiration and the application of classroom organization strategies. Implicit guidance refers to the guidance implied in the design of activity process and the structure of activity materials, which can hint and inspire students' thinking. In order to improve the efficiency and value of research-based learning activities, teachers should pay more attention to implicit guidance strategies while attaching importance to explicit guidance. For example, in design teaching, teachers let students participate in the preparation of inquiry materials, and the selection of materials emphasizes richness, hierarchy, typicality and guidance. For example, in the lesson "Is an object sinking or floating in water", students can collect countless materials from their side for research, but in order to carry out effective and valuable inquiry learning activities, they must choose several groups of "structured materials". The first group of materials (wood blocks, stones, small pieces of paper, iron covers, foam, candle heads, paper clips, etc.). ) Let students experience the ups and downs of objects in the water and test the existing knowledge and experience. The second group of materials (foam, carrots, iron nuts, rubber, paper clips, toothpicks, candles, etc. ) Let students find the contradiction: the ups and downs of objects are not necessarily related to their size. The third group of materials (a group of spherical materials with the same size and different weights, a group of cubic materials with the same weight and different sizes) perfectly improves students' thinking: objects with the same size are easy to float, while those with heavy weights are easy to sink; Objects of the same weight, large ones are easy to float and small ones are easy to sink. Under the guidance of "structured materials", students' understanding of the ups and downs of objects has gone through a process of constant conflict and constant revision, thus developing their scientific thinking.

After reading Zhang Hongxia's book What is Science, I realized the essence of common phenomena in time and benefited a lot! The above is only one tenth of what I have gained. After turning the last page, the initial mood has disappeared, replaced by confusion, and there are too many things to think and absorb. I know, this book gives me indigestion, but fortunately I can re-examine it slowly.