It is also a new challenge for many senior teachers to make first-grade children fall in love with science classes. "In the past, children began to teach science in the third grade. Their basic knowledge and cognitive ability have accumulated and are relatively easy to teach, but teaching first-grade children is equivalent to teaching from scratch. " Teacher Wei once taught in a high school and has rich experience in science teaching. However, she admits that it is a challenge for students to like this new course in the face of new textbooks and just entering primary school.

Tong Haiyun, a science researcher in Shenzhen's primary schools, said that in order to make teachers adapt to the new curriculum standards as soon as possible and have a good science class, the Municipal Education Bureau had organized special training for first-year science teachers in the city before the school started, including new teaching material analysis, classroom demonstration and children's psychology. Since then, relevant trainings organized by Nanshan and Futian districts have also been launched one after another.

"Small mouth doesn't talk, small ears listen carefully." This is the password that teacher Wei often repeats to the children in class. She said that children of this age are very active. First of all, we should cultivate their classroom habits and let them learn to obey the rules and listen carefully to others. In the classroom, teachers should transform themselves into organizers, coordinators and participants, and at the same time give students the opportunity to express themselves. "Children of this age will have countless problems, and sometimes the problems have nothing to do with this class. At this time, teachers should also protect their curiosity and try to answer their questions. " Teacher Wei said.

In order to arouse children's interest in science class, Mr. Zhou designed various classroom forms, such as magic tricks and watching short video programs. In her opinion, as long as children can concentrate for a while in class, they will gain something.

Teacher Zhou believes that teachers should allow children to make mistakes in teaching, instead of blindly asking children to get the only experimental results, and should guide children to pay more attention to the process of scientific research and exploration itself. "For example, if a child sees a snail crawling, he will touch its head with his hand, and its head will retract immediately. Some children say this is because snails are afraid of cold, while others say snails are afraid of cold. These answers can often be praised by teachers. " She said: "But in fact, the teacher should continue to ask:' How do you know it is afraid of cold?' Will you get the same result if you try a few more times? Try again with hands of different temperatures? And so on, this is the attitude of scientific inquiry. Many science teachers often praise students' imagination and ignore science. "

According to the new curriculum standards, primary school science curriculum has four major areas: material science, life science, earth and universe science, technology and engineering, and is divided into different classes according to students' cognitive level. Tong Haiyun said that the new curriculum standard advocates inquiry or inquiry-based learning style, which is to let students know nature, cultivate scientific literacy and understand the basic ways and methods of scientific research in hands-on practice and inquiry learning. "This will bring challenges to some teachers." Tong Haiyun believes that it will be relatively easy for teachers with experience in teaching science classes.

At the same time, he stressed that in order to teach science in grade one, teachers need to follow the basic laws of children's growth, and on the basis of understanding children's cognitive level, use games and activities that match students and students like to teach science. In Tong Haiyun's view, science class is not only to teach students scientific knowledge, but more importantly to cultivate students' scientific skills and scientific thinking in the process of inquiry.