Science curriculum in primary schools is an enlightenment course aimed at cultivating scientific literacy, and students can explore it through observation, experiment and production. Therefore, teachers must carefully design teaching activities, give full play to the function and role of experiments in primary school science teaching, let students actively participate in experimental activities, personally perceive various phenomena and changes produced by experiments, and cultivate students' inquiry ability through careful observation and experiments. In many years of science teaching, the author made the following attempts and received good results.
First, make full use of demonstration experiments to cultivate students' exploration potential.
Some contents in teaching are not easy to explain intuitively, especially some abstract knowledge, which needs the teacher to explain while demonstrating. Demonstration experiment is an experiment in which teachers demonstrate to all students according to different teaching materials in the process of imparting knowledge, so as to educate students, improve the effectiveness of science teaching and cultivate potential inquiry ability imperceptibly. For example, when I was teaching the sixth unit "Temperature and Thermometer" of the third grade book "Cold and Heat", I used demonstration experiments to educate students how to measure the temperature of an object with a thermometer and read out the temperature number of the temperature. Unit 4 "Life Cycle of Animals" In the lesson "Life Cycle of Silkworm", I used modern means such as multimedia to teach, gave full play to the role of audio-visual means, and demonstrated the life of silkworm babies intuitively and vividly. Students are inspired and educated, and their potential is explored.
Second, create conditions to carry out group experiments and cultivate students' inquiry ability.
Students' classroom grouping experiment is an important link to cultivate students' experimental skills. Through student experiments, students can observe and study some natural phenomena more carefully, verify some laws, and be familiar with the use and performance of some simple instruments. To this end, when guiding students to group experiments, I put forward clear requirements, clearly explained the purpose of the experiment and the research problems, explained the name and use method of the instrument, and provided a material supermarket for students to choose materials freely, which created good conditions for students to group experiments. For example, when I teach magnets, I put the magnets prepared in advance with various materials such as copper, iron, sawdust, plastic and glass. In the material supermarket, tell students to design as many test methods as possible to explore the properties of magnets. Students begin to design experiments, choose materials and start experiments. Greatly stimulate students' interest and cultivate their practical ability. After a stage of experiment, each group selected representatives to report the experimental results, and finally the teachers and students summarized and completed the experimental report.
Third, carry out experiments through various channels to cultivate students' habit of inquiry.
In addition to classroom experiments, students should carry out various forms of scientific experiments. The experimental content generally refers to those experiments that are simple, easy to obtain, non-dangerous, or can be persisted for a long time and can be completed independently with some simple equipment. Extracurricular experiments are more closely related to students' life, which can cultivate students' independent experimental ability and inquiry ability, and then cultivate them into habits. For example, when teaching Unit 3 "The Life of Seeds" in Grade Three, I asked students to plant some plant seeds at home and let them observe the changes of seeds every day. From seed to a seedling, to a seedling, to flowering and fruiting, and harvesting seeds, every change is carefully observed and recorded by students. Finally, the experimental results of all students are brought to the classroom for evaluation. This will not only enable students to complete experimental tasks, but also cultivate students' habit of loving labor and understand the life of plant growth. In the process of re-experiment, the students' habit of careful observation and careful experiment is cultivated.
The experimental teaching of science class can make our students become the beneficiaries of the new curriculum concept, with strong curiosity and long-term maintenance; Before they face a scientific research task, they will ask questions, make a well-thought-out plan and put them into scientific research activities; When they face a scientific or even social problem, they will look at it with questioning eyes. These enlightenment education has a far-reaching impact on students, teachers and even our whole society. The above are the author's views on science experiment teaching in primary schools.