How to cultivate rural primary school students' interest in learning natural science

Primary school science is an experiment-based subject, an important subject for students' scientific enlightenment education and an important part of primary school quality education. However, due to various reasons, there are many problems in science education in rural primary schools, and how to stimulate primary school students' interest in learning cognitive science has become a major problem faced by primary school teachers. Based on the analysis of the current situation of science curriculum teaching in rural primary schools and the effective theoretical basis of education and teaching, this paper puts forward some strategies to cultivate rural primary school students' interest in learning natural science.

Keywords: rural areas; Pupils; natural science

China Library Classification Number: G42

introduce

Primary school science education is an important part of primary school education, which has a great influence on improving the scientific quality of primary school students. Interest is of great significance for students to study natural science. It is the motivation for students to learn. If students are interested in science classes, they will not be limited by time and space. Rural primary school teachers should combine the special situation of science education in rural primary schools and the age characteristics of primary school students to take targeted measures to improve students' interest in learning natural science.

Analysis on the present situation of science curriculum teaching in rural primary schools

Due to various constraints, the popular science work in rural primary schools is not ideal, especially in remote mountainous areas, and the number of scientific and technological reading materials is limited, which has brought great obstacles to science teaching in primary schools. Many teachers have not carefully read the Science Curriculum Standards, and have a poor understanding of the teaching concept of natural courses under the new curriculum background, which can not stimulate students' interest in learning and control the classroom well. There are still many such problems in rural science teaching, which are embodied in the following aspects:

School factors

1. Insufficient education funds, insufficient teaching equipment and backward teaching methods. Most rural primary schools, including some urban primary schools, lack education funds and teaching-related supporting facilities; Many classrooms are not equipped with modern teaching equipment, can not make full use of network resources, and teaching methods are very backward.

2. Lack of attention to science education, weak teachers and relatively backward teaching conditions. Rural primary schools do not attach importance to science education, there are no professional science teachers, or the quality of science teachers is not high, which directly affects the quality of courses; Most rural primary schools have no laboratories, lack of experimental instruments and relatively backward teaching conditions, which leads to many scientific experiments being impossible.

Teacher factor

Teachers' teaching level is low and their teaching ideas are relatively backward. Affected by the establishment of rural primary schools, science teachers are generally part-time teachers in other disciplines, lacking scientific related theoretical knowledge; Many teachers are biased against science education in primary schools, often replacing science classes with Chinese mathematics, and some primary schools don't even take science classes; Many teachers are still influenced by traditional teaching ideas and do not attach importance to the cultivation of students' learning ability.

The teaching content is not grasped properly, and the teaching method mode is unscientific. Because science teachers in rural primary schools are also teachers of other disciplines, teachers do not grasp the difficulty of teaching content, nor pay attention to the cultivation of scientific spirit, let alone the connection of interdisciplinary knowledge, and the teaching methods and models are extremely unscientific. For example, teachers blindly teach experimental methods to students in the teaching process, ignoring the cultivation of students' experimental ability and subjective initiative.

In addition, there are many factors that affect the effect of science education in rural primary schools. For example, parents think that science classes are dispensable and do not support children's scientific study, which dampens their enthusiasm for learning and even inhibits their personality development. Many science classes need to be held outdoors, but for safety reasons, many extracurricular activities have been cancelled, so students can't get close to nature and naturally can't arouse their interest in learning science.

Second, the theoretical basis of science education and teaching in primary schools

(A) Constructivism theory

Constructivism theory. Piaget, a cognitive psychologist, believes that children gradually construct knowledge about the external world in the process of interacting with the surrounding environment, thus developing their own cognitive structure. What is the interaction between children and the environment? Assimilation? With what? Adapt? Two basic processes. In science education in primary schools, students can ask questions of interest, and then use the scientific process to explore the answers to the questions and form a new knowledge structure with their existing knowledge.

Multiple intelligence theory

Howard, American educator and psychologist? Gardner believes that intelligence is the ability that individuals need to solve their own practical problems or produce and create effective products under certain social or cultural environment or cultural environment value standards. The purpose of primary school science curriculum is to cultivate scientific literacy. The evaluation of primary school science curriculum can scientifically evaluate students' behavior and results in the teaching process by using diversified evaluation methods according to different evaluation objectives.

Strategies for Cultivating Rural Pupils' Interest in Learning Natural Science

(A) the measures that schools should take

Attach importance to the dominant position of science and create a good environment for educating people through science and technology. On the one hand, school leaders should fully understand the importance of science education in primary schools, arrange teachers with strong interest in science as full-time teachers, and strictly require teachers to attend classes according to the arrangement of the school to ensure the smooth development of science courses. Secondly, it is necessary to create a good campus culture and let students live in an environment full of scientific and technological atmosphere, which is conducive to stimulating their interest in learning.

Increase investment in rural education and improve rural teaching equipment. On the other hand, actively strive for the support of government departments, increase the government's capital investment in schools, equip modern teaching equipment, establish some network resources, and improve rural teaching conditions. On the other hand, no school should be equipped with at least one laboratory and related instruments to meet the needs of science teaching.

Attach importance to the improvement of science teachers' professional level and advocate the diversification of science learning. On the one hand, it is necessary to strengthen the teacher training of rural science teachers and improve the professional level of science course teachers. On the other hand, school curriculum should conform to the nature of science curriculum and the actual situation of rural schools, and be feasible and effective.

Measures teachers should take.

Make full use of rural natural environment and enrich scientific teaching resources. (1) The countryside has a unique natural environment. According to the reality of rural students' life and the content of natural textbooks, teachers organize students to carry out colorful extracurricular practical activities, so that students can get in close contact with nature and provide good materials for science education. 2. Excavate local natural resources, choose alternative materials to meet the teaching needs, and enrich the teaching resources of science courses. (1) Teachers can dig deep into local resources, use local materials and cooperate with relevant teaching contents to develop self-made teaching AIDS. (2) For the teaching materials that are not easy to obtain, we can choose local materials that are easy to obtain to replace and supplement, so that all students can personally participate in observation and experimental activities, directly perceive various natural things, and effectively stimulate students' interest in learning nature.

Strengthen scientific experiment teaching and fully mobilize students' enthusiasm. (1) Rural students are relatively less exposed to natural experiments. Teachers should choose different experimental methods for experiments in different grades and stages in classroom teaching, and the experiments should be vivid and intuitive to stimulate students' interest in learning nature. (2) Teachers can adjust experiments and reform science classroom teaching. Teachers can add some experiments, improve some experiments, replace some experiments or change in-class experiments into after-class experiments according to the teaching materials, and pay attention to cultivating students' innovative spirit.

Pay attention to students' interest in learning natural science from five aspects. First, flexible use of teaching methods to stimulate students' interest; Second, actively participate in practical activities to cultivate students' interest; Third, establish a new relationship between teachers and students to stimulate students' interest; Fourth, pay attention to the development of students' personality and stimulate students' interest; The fifth is to extend the knowledge inside and outside the classroom and stimulate students' interest. Science teachers should render the atmosphere in time in classroom teaching to stimulate students' interest and curiosity; Prepare lessons carefully, use teaching methods flexibly in all aspects of teaching to increase interest; Pay attention to excavating students' practical ability, emotional communication between teachers and students and students' personality development.

label

In a word, science education is an important part of primary education and the basis of improving national scientific literacy. Although there are many problems in science teaching in rural primary schools, teachers need to learn to use the available resources around them, give full play to the advantages of rural resources, take effective measures to improve students' interest in learning natural science, and create conditions for better implementation of quality education in rural primary schools.

refer to

Zhang Junxia. Discussion on the method of combining teaching evaluation with science teaching in primary schools [J]. Science class, 2005 (1 1): 6-9.

[2] Xiao. Science education in rural primary schools needs to be strengthened urgently [J]. Rural Education in China, 2008(3).

[3] Chen Huabin. Introduction to science education in primary schools [M]. Beijing: Higher Education Press, 2003( 10).

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