On the Cultivation of Primary School Students' Scientific Literacy

Literacy is consciousness, and scientific literacy is the consciousness of learning, applying and developing science. The ancients said: "learn less, like the day of sunrise;" Strong and eager to learn, such as the light of Japan and China; "Being old and eager to learn is like a candle shining brightly." It can be seen that the future of science lies in the cultivation of young talents. The cultivation of good scientific literacy is very important for students' future development. The primary school stage is the enlightenment stage and the most important stage to cultivate scientific literacy, so we should start early and plan early. How to cultivate the scientific literacy of primary school students? We should pay special attention to the cultivation of literacy such as observation, questioning and inquiry, summary and reflection, unity and cooperation.

Keywords: primary school students; Scientific literacy; cultivate

China Library's Classification Number: G6 12 Document Identification Number: Document Number B:1672-1578 (2013) 06-0286-01.

1. Cultivate good observation literacy

The curriculum standard points out: "To cultivate students' ability to learn and apply science is mainly the initial observation ability. "Observation is the beginning of scientific inquiry, the window of external information input, and a purposeful, planned and lasting perceptual activity. Suhomlinski said: "Observation is as essential to children as sunlight, air and water are to plants. "However, observation ability is not innate. Students' good observation literacy requires teachers to consciously cultivate and teach students to observe from the following aspects.

1. 1 Keen observation: In the process of observation and experiment, people accidentally discover new phenomena due to accidental events or opportunities, which leads to new discoveries and breakthroughs in science and technology. This unexpected discovery is often called opportunity. Success in science often lies in whether we can seize fleeting opportunities and capture the essence of things from nuances. For example, Newton drew the law of gravity from the phenomenon that everyone turned a blind eye to the apple falling to the ground. It can be seen that it is the key to improve primary school students' observation literacy to pay attention to cultivating their keen observation ability and keep their curiosity about the development and changes of surrounding things at any time.

1.2 Comprehensive observation: "I don't know the true face of Lushan Mountain, but toward which corner of the mountain." The results observed from a certain angle are often one-sided. To improve the accuracy of observation results and grasp the essential attributes of things, we must first make a comprehensive observation step by step, observing all aspects, parts and levels of things; Secondly, we should guide students to observe the various stages of development and change of things and their whole process, and put fragmentary and seemingly unrelated isolated things into the whole to perceive.

1.3 selective observation: Pupils' thinking development is immature, and they often start to observe from the aspects that they are interested in and have nothing to do with the experimental results, and often don't pay attention to the focus. For example, when doing evaporation experiments, we should have observed the phenomenon in the evaporating dish, but a large number of students only stared at the beating flame under the evaporating dish. Therefore, we should guide them to learn to observe selectively and develop a conscious and purposeful observation literacy.

1.4 patient observation: it is impossible to make major scientific discoveries with half-hearted and careless observation. Li Shizhen traveled to Wan Li Road, listened to millions of people, tried to plant thousands of grasses and read more than 800 kinds of books. It took 27 years to write Compendium of Materia Medica. In primary school science teaching, while guiding students to observe and analyze from different angles, we should also cultivate students' patient and lasting observation quality, so as to cultivate students' meticulous and persistent scientific literacy.

1.5 objective observation: "seeking truth from facts, being objective and fair" is the basis of cultivating scientific literacy. When conducting observation experiments, we should educate primary school students to tell the truth, to tell the truth, to say one thing and two things, not to observe and not to make things up, to truly reflect their observed phenomena, and to cultivate scientific literacy of seeking truth from facts from an early age.

2. Cultivate the scientific literacy of questioning and exploring.

The cultivation of questioning and inquiry literacy depends on students' independent inquiry activities, which must be closely combined with the study of scientific knowledge, internalized on the basis of perception and experience through hands-on thinking and personal practice, rather than simply taught to students through lectures. Let students actively participate in the whole process of teaching activities, cultivate students' consciousness of actively questioning and exploring, and let students have the heartfelt motivation to become active explorers. How do primary school students become active explorers? Teachers should sincerely regard students as the masters of learning, play a leading role appropriately, explain less, analyze less, ask less questions, guide more, guide more and encourage more in class. Give students more activity space, more opportunities to express themselves and more experience the joy of success. For example, when teaching the properties of magnets, give students enough time and space to' play' with magnets, let students demonstrate the process of discovering the characteristics of magnets, let students feel the interest of experiments and the joy of experiencing success, thus prompting students to learn more actively, be more willing to explore and be more afraid to question.

3. Cultivate the scientific literacy of summarizing and reflecting.

The most beautiful bloom is to practice the truth. Through full practice and exploration, students have collected rich, primary and perceptual factual materials, which must be re-processed by thinking before they can rise to rational understanding. However, students' understanding is chaotic and disorganized. At this time, the teacher's guidance is very necessary. Clear thinking is helpful for students to analyze and summarize the factual materials and develop a good sense of summarization and reflection. For example, teaching the knowledge of static electricity generated by friction, students have accumulated rich perceptual experience about static electricity generated by friction after doing a lot of friction experiments with glass rods and silk, rubber rods and fur. At this time, let students fully express their observation methods and phenomena, inspire and discuss with each other, and establish the concept of static electricity produced by friction. Later, the teacher asked: What are you rubbing? What did you find? At this time, the students were in high spirits and spoke in succession. Then the teacher briefly records the students' speeches on the blackboard, guiding the students to observe and compare and find out the similarities and differences. Through further discussion, the * * * properties of these objects are summarized, that is, friction can generate static electricity, the brushed glass rod is positively charged, and the rubber rod brushed with fur is negatively charged. In this way, through the guidance and arrangement of factual materials, students can correctly summarize, which will strengthen students' cognitive process, and finally make creative practical activities achieve creative results, which is conducive to improving students' interest in continuing to innovate and forming the spirit of daring to innovate.

However, in the process of scientific inquiry, students often can't get the expected conclusion, or even get the wrong conclusion. In this respect, teachers should neither blame students, making them lose interest and confidence in further exploration, nor rush to deny and correct mistakes, because drawing distinctive conclusions is a good opportunity for explorers to reflect on their knowledge. It is not necessarily a bad thing for students to experience failure in inquiry. If teachers can positively evaluate students' inquiry spirit with appreciation and patiently guide students to review and reflect independently. For example, when students measure the temperature of water in teaching, the water temperature is often inaccurate. At this time, science teachers or science and technology counselors should not rush to help students find out the reasons, but should encourage students to discuss and analyze what factors may lead to inaccurate temperature. Students will analyze many reasons with great interest, such as: the sensor head of the thermometer is not completely immersed in water; Touched the container wall; Start reading when the number is unstable; The line of sight is not balanced with the index, and then according to these possible problems, check them one by one to find out the problem. Students benefit a lot from this way of dealing with "failure".

4. Cultivate scientific literacy of cooperation

As the saying goes, "Unity is strength, Mount Tai moves". Scientific and technological innovation is also inseparable from the unity and cooperation of scientific and technological personnel. In primary school science education, teachers must make students understand that many inventions can not be accomplished by one person's strength, but the embodiment of collective creativity. For example, the success of China's atomic bomb and hydrogen bomb explosion cannot be separated from the collective wisdom of many scientists. Therefore, unity and cooperation is also a kind of scientific literacy and an indispensable scientific literacy.

To sum up, it is more important to cultivate students' good scientific literacy than how much scientific knowledge they acquire.

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