In the usual study and work, everyone is familiar with the paper. Thesis is a tool for academic communication. I believe many friends are very upset about writing papers. The following are the papers that I collected for you, focusing on the value of teacher-student interaction and countermeasures in primary school science teaching, for reference only. Let's have a look.

Abstract: With the deepening of the new curriculum reform, teachers pay more and more attention to teaching through various means in science teaching in primary schools. The ultimate goal of science teaching in primary schools is to make students form good scientific literacy, and teachers should pay attention to reflecting students' dominant position and carry out interactive teaching in all teaching links, so that students can get good learning experience, strengthen guidance and realize efficient learning. Therefore, this paper will analyze the interaction between teachers and students in primary school science teaching, and then put forward feasible countermeasures to promote the interaction between teachers and students in primary school science teaching through a detailed understanding of the value of attaching importance to it.

Key words: primary school science; Interaction between teachers and students; Thinking;

For science teaching in primary schools, in fact, the content of learning has extensive characteristics, mainly including daily life, physics, astronomy and so on. When studying, it can not only broaden students' horizons, but also form a good scientific consciousness in the process of osmosis. In order to achieve the ideal teaching effect, teachers should enhance the attractiveness of the classroom, stimulate students' learning enthusiasm and initiative, realize effective interaction and exchange in all teaching links, and incorporate interesting content to stimulate students to think and learn deeply, change their previous learning attitude, and provide guarantee for promoting the orderly development of teaching work and the all-round development of students.

First, reasonably design the content of science teaching in primary schools and strengthen the interaction between teachers and students.

In order to realize the effective interaction between teachers and students in science teaching in primary schools, teachers should reasonably design teaching contents to stimulate students' learning desire and initiative. Specifically, teachers should systematically study and analyze the teaching focus before teaching, optimize the design of teaching process according to the teaching focus, students' learning foundation and hobbies, and appropriately join the interaction with students to narrow the distance between teachers and students, so as to ensure the orderly development of interactive teaching and improve the overall teaching quality. For example, when teachers organize the learning content of "observing the age of fish" for students, they should follow the following process to design the work. Teachers first arrange the learning content for students, and actively encourage students to preview the key points of this lesson in advance, and find their own problems in the preview. Students can also collect the learning materials of this lesson with the help of their parents, such as observing the foraging behavior of goldfish and the age of goldfish. Then teachers use their spare time to organize practical activities, so that students can go out of the classroom and into the zoo or garden to get in touch with the "fish" in life directly and build a real teaching scene. When conditions permit, students can also fish, compare the types of fish caught and take them to school for comprehensive research and observation. In practical teaching, teachers should group students and study together. In grouping, teachers are required to comprehensively consider students' cognitive ability, hobbies and so on. Arrange learning tasks for each group, ask targeted questions, and then guide students to conduct anatomical experiments and observe fish anatomy with various equipment. In this process, teachers should strengthen guidance, realize effective interaction with students, narrow the distance between teachers and students, and achieve ideal teaching results. It should be noted that in the actual teaching process, teachers should realize that students are the main body of learning and avoid interfering with students too much and affecting their thinking flexibility. Therefore, teachers should correct their teaching status, encourage students to think positively, and give appropriate help to students when they have questions [1].

Second, the implementation of scientific practice teaching in primary schools to achieve teacher-student interaction

Science teaching in primary schools has a far-reaching connection with daily life, and most knowledge points come from life and are applied to life. Therefore, in teaching, teachers should pay attention to practice while explaining theoretical knowledge, implement the integration of theoretical teaching and practical teaching, improve students' practical ability and enhance their awareness of autonomous learning. In the interaction between teachers and students, teachers should always guide students to take the initiative to study and discuss, so as to grasp the main points of knowledge in independent analysis and have thinking consciousness. For example, when teaching the content of "garbage classification", teachers should design the following teaching process to realize interactive communication with students. First, ask the teacher to deal with the students in groups, and then the students in each group can discuss with each other. In the discussion, determine the purpose, key processes and issues that need attention. Teachers should assist students to check and find the weak links in the activity plan, and communicate effectively with students to optimize the study plan. After ensuring that there are no mistakes, teachers actively encourage students to integrate into the activities. After completing the teaching work, each group leader is required to lead his team members to report their learning situation to the teacher. The content of the report must be comprehensive, such as the activity process, the types of garbage, and the main reasons for the formation of garbage. In this process, teachers and students can interact effectively to build a harmonious and flexible teaching classroom.

Third, pay attention to language interaction in science teaching in primary schools.

Pupils' psychology and physiology are in the developmental stage, and they have a strong curiosity and thirst for knowledge about some new things, so it is difficult to concentrate on their studies, so that it is difficult to build an efficient classroom and implement effective teacher-student interaction. Teachers should make good use of the age characteristics of students, strengthen the interaction between teachers and students, and strengthen guidance and management. It should be noted that if teachers adopt strict management methods, it is easy for students to feel bound, think that teachers are serious and inaccessible, and it is difficult to tell teachers what they think, and it is difficult to interact and communicate effectively with teachers [2]. Therefore, in the process of teaching, teachers should guide students reasonably, create a good learning environment by using language interaction, and avoid students' fear and nervousness. According to relevant data, when students are in a relaxed and happy learning atmosphere, they will keep a positive attitude and always concentrate on their studies. Teachers should be good at grasping the opportunity of effective communication with students, such as communicating with students based on daily life or practical scientific knowledge, and use this means to narrow the distance between teachers and students. Only in this way can students integrate into all the learning links, speak enthusiastically and express themselves.

Teachers should also master specific language skills and use interactive forms to attract students' attention, so that students can have a more specific understanding of the learning content. For example, when teaching the content of "classifying things around you", teachers can adopt the following methods to teach and ask teachers to collect all kinds of waste products that are often seen in daily life for students before teaching, such as cans, cartons, draft paper and so on. In teaching, teachers can show the collected materials to students and ask targeted questions, such as "Have students seen these things at home" and "If so, how do you deal with them". Then the students give more pertinent answers according to their own learning experience, and then the teachers sublimate the questions, such as "students know what methods can be used to deal with the above items" and "whether the various items prepared by teachers can be reused", so that students can actively participate in the discussion process and realize that students can express themselves under this teaching background, improve the teaching quality, and form a good sense of economy and morality while explaining the key contents.

Fourthly, reasonably design the interactive link of questions to improve students' learning thinking.

(A) let students always study with questions.

In science teaching in primary schools, teachers should pay attention to improving students' autonomous learning literacy. This requires teachers to let students develop their learning potential, use their own thinking and strengthen their thinking on scientific issues. Teachers should let students form good study habits, pay attention to interactive communication, and adopt targeted questioning methods to help students form self-confidence in learning and promote their healthy growth and all-round development. Therefore, in science teaching in primary schools, in order to realize the interaction between teachers and students, teachers should always let students learn with questions and actively explore. The science discipline itself has extensive and exploratory characteristics, which requires students to integrate into all learning links, be brave in exploring science and seeking truth. It should be noted that exploring science is not a simple problem, but to make students form a fixed impression and long-term memory of various scientific knowledge, actively mobilize their thinking and boldly question. Teachers should set all kinds of thinking questions from the perspective of students' thinking, or questions that adults think are more common sense, such as evaporation of water, zero degree of water and three forms of water. The above questions are relatively basic for adults and clear about these concepts. The primary school students' understanding of the above problems is one-sided and difficult to understand, so teachers should strengthen guidance and create controversial issues, so that students always have the awareness of exploration and the ability to question, and seek answers in active exploration, thus having a deeper memory of scientific knowledge [3].

(B) ask reasonable questions to enhance students' self-confidence.

Most students hope to get the recognition and attention of teachers, and teachers should also satisfy students' psychological state in teaching, help students accumulate self-confidence and study more efficiently. Moreover, science teaching rules are few, and the learning content is interesting, which promotes students' self-confidence. Teachers should focus on simple and introductory questions in the teaching process, and give more encouragement and support to students with poor learning ability and lack of confidence in learning, so that students can establish their courage and confidence in learning through this means. Students will have a sense of accomplishment if they answer the questions correctly, and they will not shrink back and fear when they encounter the same difficulties in their subsequent study or life. Instead, they will dare to try and innovate and solve problems by their own means. In addition, due to the large number of classes, it is difficult for teachers to observe every student at all times, so it is necessary to construct student files. Student files include students' learning ability, cognitive ability and personality characteristics. According to students' files, give students appropriate help and strengthen communication. Teachers should also put down their airs and walk into the student group to make students feel cordial and willing to communicate with teachers.

(3) communication with students should be strengthened after class.

It is very important to strengthen interaction in the teaching process. Teachers and students should also communicate with each other outside the classroom, pay attention to creating a good communication environment and create more communication opportunities. The interaction between teachers and students after class will also enable students to review and consolidate all kinds of knowledge they have learned in class. In fact, it is relatively independent in extracurricular activities. The overall teaching environment and teaching atmosphere require teachers to reasonably control and implement the construction of good teacher-student interaction based on extracurricular activities. At the same time, teachers should also build a group cooperation model, so that students can communicate with each other through the network and discuss the key points. At present, the network platforms available to teachers are diversified. Teachers should actively create exchange groups, so that students can upload their doubts or scientific knowledge to the exchange groups after class and share discussions with other students. Teachers should also actively discuss scientific knowledge in life with students, requiring teachers to have modern teaching concepts, be good at learning and improve information technology literacy [4].

Verb (abbreviation of verb) conclusion

Through the analysis of the above problems, we fully realize the importance of paying attention to the interaction between teachers and students in science teaching in primary schools. In order to achieve this teaching goal, teachers should strengthen design, carry out practical teaching and pay attention to language interaction, so that students can always study with doubts, ask reasonable questions, enhance students' learning confidence and communicate with students after class. Teachers should also have the awareness of lifelong learning, be good at reflection, sum up teaching experience, give full play to the advantages of modern teaching methods, make students keep up with the teaching rhythm of teachers, and lay a solid foundation for promoting the orderly development of science teaching in primary schools and the all-round development of students.

Reference of intransitive verbs

Chen Haiyan. Good teacher-student interaction can improve the effectiveness of science teaching in primary schools [J]. Reading and Writing (Research on Education and Teaching), 20 16(4):34.

[2] Charlene Marilynn Dangelo. Real Education: Real and Effective Teacher-student Interaction —— On Strategies to Improve the Effectiveness of Teacher-student Interaction in Science Classroom Teaching in Primary Schools [J]. Science Public (Science Education), 2016 (12): 91.

[3] Wang Jinxing. Cultivation of students' autonomous learning and cooperative inquiry ability in science teaching in primary schools [J]. Education Survey, 2018 (10):126.

[4] Wang Youlian. On how to realize effective classroom interaction in science classes in primary schools [J]. After-school education in China, 2018 (30):141.

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