In study, work and life, everyone will come into contact with papers to some extent. A paper generally consists of title, author, abstract, key words, text, references and appendix. You always have no way to write a paper? The following is my research paper on science in primary schools. Welcome to reading. I hope you will like it.
Primary school science is a scientific enlightenment course aimed at cultivating students' scientific literacy.
It is a comprehensive, knowledgeable and knowledgeable basic course. Open learning environment, inquiry learning methods and independent learning activities are more conducive to cultivating students' scientific inquiry consciousness, cooperative inquiry ability and innovative spirit.
Primary school science textbooks are textbooks with unit arrangement characteristics, which are systematic and targeted. So how to use the advantages of network resources to create an environment conducive to autonomous learning for students? How to provide a platform of network resources, expand the space of students' autonomous learning, further activate the classroom and make science teaching more vital?
First, according to the teaching content, enrich the website materials and create a learning environment.
Usually, a special station consists of four modules: textbook knowledge, expanding resources, discussion and cooperation, and evaluation and testing. In practice, we set out from the reality of subject "learning", take scientific textbooks as the basic line, take constructivism theory as the guiding ideology, highlight the richness and order of content in website construction, and achieve the optimal and reasonable combination of resources, platforms and tools. Create a good autonomous learning environment and build an autonomous interactive learning platform for students to carry out inquiry learning activities.
1. Choose materials, enrich content and create an environment.
Under the network environment, it is very important to make the information in science textbooks interact with students and realize the goal of science teaching. The information in science textbooks is more suitable for students' inquiry learning and more conducive to stimulating students' interest in learning. Therefore, teachers should find and choose resources according to the age characteristics of students and the requirements of teaching materials to enrich the content of the website. For example, Unit 3, Grade 5, Primary School Science, how do they continue their offspring?
In the website, in addition to providing information on the process of animal and plant reproduction, the specific operation process of breeding offspring is added separately for the characteristics that students can approach chrysanthemum cultivation at ordinary times, so that students have the opportunity to further study and guide their own actual operation. At the same time, how human beings reproduce has always been a difficult point in teaching. Teachers add a doctor's introduction and pictures on the website to make students interested and intuitive in the process of autonomous learning, so that students can have a preliminary understanding of "how I was born", know that life is hard to come by, cherish life and repay their parents' kindness.
2. Optimize the structure, enrich the content and create an environment.
Autonomous learning under the network environment, if all the information collected and all the contents of science textbooks are piled on the text and clicked at any time during the autonomous learning process, students' learning will be chaotic and the cognitive process will lack an orderly process. Then, it will affect the learning efficiency in a limited time. Therefore, the teacher thinks that the content should be sorted according to the problems, and the theme and order of resources should be highlighted. For example, in Unit 4, Book 2, Grade 5 of primary school science, the teacher designed a "reading guide", which provided a sequence of learning questions to stimulate students' awareness of protecting resources. Making a navigation chart of the contents related to the teaching materials to guide students to read materials and solve problems will help students to study independently around the central issues in the overall browsing, explore independently around key issues in some reading, read materials around solving problems in independent thinking, and improve their development around solving problems in independent learning.
Second, according to the needs of students, enrich the form of websites and refine the learning process.
The arrangement of science textbooks is relatively simple, which provides obvious theme characteristics for developing autonomous learning of problem inquiry under the network environment. It is very important for teachers to arrange and present the website form according to the psychological characteristics and age characteristics of students and the characteristics of teaching materials. On the whole, the presentation of its website content can be summarized into three forms: browsing before class, learning navigation and extending after class.
1, browse before school, expand concepts and stimulate interest.
When science is introduced into a new class, students' pre-school concept is superficial, and they are uncertain and curious about the new learning content. Therefore, teachers make full use of this feature to design the whole pre-school browsing content, thus expanding students' existing concepts and further stimulating students' interest in learning. For example, in the unit "Our Earth" in the first volume of the sixth grade of primary school science, the teacher provides the content of the theme to students in the form of rich earth information and demonstrations, so that students can browse quickly, and then ask students further questions about learning, laying a good foundation for the study of this unit or this class.
2, learn to navigate, provide information and cultivate ability.
In science classroom teaching, teachers combine specific teaching contents and specific learning forms, and appropriately provide theme content that is helpful to carry out autonomous learning of question inquiry, so that students can explore learning information around central questions and answer learning questions. For example, "Our Earth" designed such three central questions, which actually built a knowledge system for the teaching of this unit, formed a knowledge network, and guided students' autonomous learning and exploration.
3. Extend after learning, enrich concepts and cultivate sentiment.
Through the two stages of autonomous learning, students are richer in knowledge and more interested, but there may be more problems in their minds, which requires teachers to provide more knowledge and information at this time, so that students can further search to satisfy their desire for knowledge and the spirit of exploring the future. For example, after learning the unit "Our Earth", the teacher thinks that some website information can be provided for students to browse and study according to the questions raised by students, and some special topics can be arranged for students to collect relevant information themselves, so that students can always become the masters of learning and research.
Third, according to the characteristics of the subject, enrich the website channels and optimize the teaching methods.
In learning under the network environment, teachers, as guides, engage in learning navigation such as problem setting, resource provision, content design, task presentation and organization and coordination, while students, as explorers, engage in practical tasks such as defining tasks, focusing on problems, exploring practice and autonomous learning. This requires a lot of time and space, ways and methods. Teachers think that the classroom teaching method under the network environment is different from the regular classroom, especially the science class is different from other disciplines. Therefore, through practice and research, according to the characteristics of scientific disciplines, the author sums up the operation of problem-based inquiry teaching mode under the network environment into two teaching methods: "problem-based inquiry" and "subject-based inquiry".
1. Explore problems, acquire knowledge and form skills.
According to the content of science teaching, a considerable number of teaching materials need to organize students to carry out group cooperative experimental activities, and such a class type can adopt the "question inquiry" teaching method for classroom teaching.
For example, in the teaching of the "Folding Shape" lesson of Unit 2 "Shape and Structure" in the fifth grade of primary school science, the teacher provided the shape model, the shape of buildings, the shape of animals and plants on the website, so that students could click to browse, ask questions and introduce new lessons. Then organize students to explore in groups around the problem and understand the relationship between various shapes and endurance. Finally, organize a discussion, click to enter the network again, and tell why the objects in the network are designed like this. In the whole learning process, students always focus on the learning center of this class, and carry out independent learning, independent inquiry, mutual exchange and discussion, while teachers make preparations before class, organize students to carry out learning activities, participate in students' inquiry activities, give individual guidance in time, capture dynamic information in time, and standardize the teaching process. Teachers and students really become the main body of * * * learning, and * * * shares collective wisdom and exploration results.
2. Explore topics, expand knowledge and enhance awareness.
A considerable part of science teaching does not need group cooperation experiments, and only special study and discussion can achieve the learning goal. Therefore, teachers suggest that this type of classroom teaching can choose the way of "theme inquiry" to carry out teaching activities.
For example, the lesson of "Declining Mineral Resources" in Unit 4 "Rocks and Minerals" in the fifth grade of primary school science. First of all, let the students talk about the role of mineral resources in human beings. What do you think of the mineral resources on the earth? And show the related pictures of mining, refining and application. Make sure that the learning theme of this section is: Mineral resources are decreasing. What should human beings do? Inquiry activities organized around this theme. Then organize a group discussion. Before the end of the whole class, students can also carry out creative design on resource development and protection, new energy research and development, and then open the website to collect relevant information after class. Such teaching activities naturally and effectively narrow the distance between students and society, individuals and the country, and further enhance students' sense of social responsibility.
Through practice, we deeply realize the effective application of the inquiry teaching mode of primary school scientific problems under the network environment, which enriches the content of scientific teaching, expands the time and space of classroom teaching and enlivens classroom teaching activities. At the same time, it has further changed teachers' teaching concepts, updated teaching methods, promoted students' attempts of autonomous learning methods and the cultivation of autonomous learning ability, and laid a good foundation for students to engage in lifelong learning and realize sustainable development in the information age in the future.
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