As we all know, the new curriculum standard has clear requirements for science subjects, emphasizing that science teaching should focus on students' development and "inquiry learning" as the core. The ideal classroom pursued by the new curriculum should be: a dynamic learning paradise, the main position for students to acquire knowledge development ability, and the best place for teachers and students to study, discuss, communicate and cooperate. If you want to sum it up in one sentence, it is: a vibrant classroom is an ideal classroom. So how can we make science teaching in primary schools full of vigor and vitality? In years of teaching practice, I deeply realized that we should work hard in the following aspects. Below I will share my experience with you * * *, and urge all teachers to criticize and correct me for encouragement.

1. Dare to question and inspire enthusiasm for inquiry.

Questioning is the starting point of innovation, and many scientific discoveries begin with questioning. As an experimental subject, science is particularly important to cultivate students' ability to boldly question and ask questions. Therefore, efforts should be made to guide students to doubt, ask and dispel doubts in teaching. Teach students to ask questions about the key points, difficulties and key points of what they have learned in this section. Teachers should leave room in teaching, give students appropriate time to think, give students the opportunity to ask questions, create a good atmosphere for students to ask questions, and gradually cultivate students' good habits of thinking and asking questions. For example, when teaching "nails rust", I first ask students to give examples of rust in their lives, and then let them compare the difference between rusty and rusty iron products. After discussion and exchange, the students came to the conclusion that "rust is a new substance", and then I asked this question: "Under what conditions does iron rust most easily?" A stone stirred up a thousand waves, and the students put forward their own opinions and some other new questions: "Why didn't the nails packed in the shop rust?" "Why do porcelain pots rust when they fall?" ..... At this time, the students' enthusiasm for inquiry is very high. Through the discussion of such a series of problems, students' understanding and application of knowledge naturally rose to a new height.

2. Actively participate in the inquiry process.

The acquisition of knowledge is of course important, and the process of mastering how to acquire knowledge is even more important. This will enable our students to learn and develop actively. Science class not only reveals the mystery to us, but also leads us to study and explore these scientific phenomena like scientists. Experience scientists' research methods initially. Therefore, teachers should guide students to actively participate in the process of knowledge acquisition, explore ways and methods to acquire knowledge, and internalize it into the ability of learning and research. For example, in the teaching of "sound generation", I asked each student to find out all kinds of sounds around him first, and then asked the students to find ways to make the plastic bag make sounds. Through their own thinking and practice, they came up with many methods to make the plastic bag make sounds, which also inspired students to actively explore the causes of sound generation. Greatly improved students' interest in learning. Let students feel that science is not mysterious or far away, and scientific phenomena often appear around us. If we can seriously think and discuss, we will deepen our understanding and activate our thinking, and teachers and students will feel happy in this active classroom atmosphere and successfully complete the teaching task.

3. Pay attention to experiments and cultivate inquiry ability.

Science is an experimental science. Strengthening the teaching of scientific experiments, especially the training of exploratory experiments. According to the characteristics of teaching materials and the actual situation of students, teachers put forward topics under the conditions of students' existing knowledge and preliminary experimental skills. Under the guidance of teachers, students can use their own hands and brains, observe phenomena in experiments, actively explore, and then draw scientific laws. For example, when teaching "electromagnets", I will first propose a topic so that everyone can guess what electromagnets are. Then let the students and the teacher make an electromagnet together, but this electromagnet can only attract some small objects. What method do you want to make the electromagnet more magnetic? Students actively think and put forward some conjectures: it is related to the number of battery sections; Related to the thickness of the line; Related to the number of windings, etc. Then I asked everyone to check their guesses, design their own experiments, do their own experiments, make good observations and record data to verify their guesses. Obviously, exploratory experimental teaching can make students explore by themselves and become active explorers of scientific knowledge. Make students think creatively, and cultivate their hands-on operation ability, experimental thinking ability and innovation ability.

4. Extracurricular expansion is linked with real life.

Let students know that there are scientific phenomena around them, cultivate students to form the habit of being good at observing phenomena, asking questions, studying and solving problems, summing up knowledge and laws, and lay a solid foundation for lifelong learning.

In short, in science teaching, various means are used to create teaching situations, so that students' subjective consciousness can be reflected in these situations, innovative consciousness can be awakened, moral elements such as emotional consciousness and scientific attitude can be cultivated, and practical ability can be forged. Let students "play" and "enjoy" middle school, and get twice the result with half the effort, so that the classroom can really "live".