Everyone must have been exposed to papers in various fields. Thesis is a means to discuss problems and conduct academic research. Do you know how to write a paper correctly? The following is my paper on how to improve students' independent inquiry ability in primary school science curriculum, for reference only. Welcome to reading.
In the teaching process of primary school curriculum, teachers need to further reflect the high-quality characteristics of the overall science curriculum, so that the science curriculum can fully enhance students' independent creativity, enable students to obtain high-quality independent inquiry learning space, enable students to develop high-quality study habits through effective independent learning, and make the overall science curriculum education concept conform to the current background. In this paper, the primary school science curriculum is explored in detail, and various problems existing in the primary school science curriculum education in China are analyzed in detail. Combined with the new curriculum concept, this paper makes a detailed exploration on how to improve students' autonomous inquiry ability in primary school science curriculum, hoping that the teaching effect of primary school science curriculum can be effectively optimized and students' autonomous learning ability can be further improved.
Key words: primary school science; Scientific teaching; Independent inquiry ability;
In the current development process of China students, some students can accept the traditional curriculum education model, and the corresponding model is often dominated by teachers in the construction process. However, students' ability to control learning content cannot be effectively constructed because of their own intelligence level and corresponding behavior habits, and their autonomous learning ability is relatively weak. For science courses with more knowledge of physics, chemistry, astronomy and geography. Teachers need to fully cultivate students' autonomous learning ability, let students explore corresponding curriculum problems independently, let students develop more rigorous and scientific study habits in the process of autonomous learning, and further optimize students' scientific literacy. Therefore, teachers need to explore ways to improve students' autonomous learning ability in primary school curriculum in detail.
First, cultivate students' autonomous learning ability problems
(A) students can not be interested in science courses
In the specific teaching process, science courses can fully improve students' own scientific literacy and lay a high-quality realistic foundation for studying various science-related courses in the future. Because of its relatively prominent complexity in the process of constructing the whole curriculum, students themselves are also facing relatively great academic pressure, so that after studying many major subjects such as Chinese, mathematics and English, we can't have more time to review and preview the contents of the corresponding science courses effectively. Moreover, because students are at a relatively playful age in the development process, they are not very interested in science courses. In the specific learning process, they can only pay attention to all kinds of contents taught by teachers and can't think subjectively. They can only learn the corresponding content passively, complete all kinds of tasks assigned by teachers unilaterally, and can't effectively understand and understand the importance of the whole science curriculum.
(B) Primary school students can not be fully exposed to science courses.
Primary school science curriculum has prominent simplicity characteristics, but it fully contains many different disciplines and has strong comprehensive characteristics. In the process of construction, the importance of science is relatively low compared with the main courses such as Chinese and mathematics, and the difficulty of its own courses is relatively shallow.
For example, in the process of constructing science textbooks, it often involves the observation of plants and animals, and the corresponding content can not satisfy the curiosity of primary school students. Because most primary school students study independently, the main learning content comes from textbooks. If the knowledge of the corresponding textbooks is less, the scope of students' autonomous learning will be limited, and students' autonomous learning motivation will not be effectively improved.
(C) unable to build a scientific overall independent learning model of science curriculum
When primary school students enter the senior grade, teachers will apply various experimental materials and tools in the development of the whole science curriculum. For example, in the process of learning the chapter "Sports and Strength" in the fifth grade, students need to install propellers for cars so that they can launch like rockets. In the process of explaining the course of "Heat and Burning" in grade six, alcohol lamps may be used, which requires students to master the method of extinguishing alcohol lamps in detail. In the specific teaching process, the teacher will explain the corresponding content according to the book. However, students also have outstanding practical interest in specific hands-on operations. If students can't have professional equipment and get timely help from teachers after class, there will be some mistakes in the corresponding course operation, which will make students' independent exploration ability unable to be further developed.
Second, ways to improve students' independent inquiry ability
(a) To further interest students in science courses.
Although in the specific learning process, primary school students can spend relatively little time on science courses, teachers still need to make full use of classroom time to effectively teach students, so as to greatly improve students' interest in learning science courses. In the specific course teaching process, education needs to fully and effectively communicate science courses with students, which is quite operational in itself. Teachers can teach students to group effectively, so that students can communicate and communicate with teachers in groups, so that students can fully communicate with teachers. For example, in the teaching process of biology and environment, teachers can arrange students to preview in advance, and distribute broad bean seeds to students in the specific teaching process, so that students can effectively observe the original state of broad bean seeds and take them home to germinate, because seeds will go through a certain period of time in the germination process. Students need to observe the constant changes of the corresponding seeds every day. Over time, students will become interested in the whole natural subject and have a deeper understanding of what they have learned. When the germination process of seeds is completed, teachers can arrange students to explore the corresponding speech content effectively in groups. And enable students to effectively express the whole process of seed germination and the corresponding germination environment, thus effectively improving students' independent innovation ability.
(2) Further effectively broaden the content of autonomous learning in science courses.
In the process of constructing the whole science curriculum, the content of books is limited, but the content of science is obviously infinite. In order to further satisfy students' high curiosity in the process of exploring scientific knowledge and effectively improve students' independent inquiry ability, teachers need to fully optimize the expansibility of the whole scientific content, so that students can effectively learn and understand the contents of various scientific courses in the way of extracurricular expansion. For example, schools can hold science month activities, so that students can invent their own knowledge through textbooks in the corresponding activities, and combine a lot of extracurricular knowledge to effectively display it in the activities. Through the overall activities, all kinds of outstanding works can be selected and reported to the school for corresponding rewards, so that students can increase their hands-on opportunities in the actual creative process and actively explore in the scientific field. Schools can also hold various scientific competitions, waste utilization competitions, Rubik's Cube competitions and other activities, which can effectively stimulate students' interest in learning and greatly enhance the richness of independent inquiry learning content.
(C) to enable students to effectively master the learning methods of autonomous learning.
Students' ability to analyze problems and deal with all kinds of information is limited in the process of studying specific scientific. Therefore, teachers need to guide and help students to effectively construct their own autonomous learning methods in the specific teaching process, and actively guide students to effectively explore and explain the corresponding autonomous learning model. Teachers can guide students to mark all kinds of incomprehensible knowledge in the pre-class preparation stage. Enable students to solve the corresponding problems in the classroom, guide students to review the corresponding course content in time in the after-class review stage, effectively summarize the knowledge points in the whole subject, cultivate students' inquiry ability, enable students to effectively observe various phenomena in life, and draw inferences from others in the specific teaching process to fully master the methods of autonomous inquiry learning. Through high-quality scientific learning methods, students' autonomous learning ability can be improved, so that students can effectively apply high-quality autonomous learning methods in the process of entering junior high school in the future, and their comprehensive learning literacy can be greatly improved.
(D) Further application of the Internet and other innovative teaching modes.
In the process of developing science curriculum in primary schools, it is necessary to fully apply the new teaching mode. In the development of today's society, Internet technology has been further optimized, and the diversified characteristics of the Internet can fully help students learn scientific knowledge. Teachers can introduce multimedia digital teaching mode into the course in the specific teaching process, let students understand and analyze scientific knowledge points more intuitively by playing various videos, and guide students to search various scientific knowledge points through the Internet after class, thus effectively improving students' autonomous search ability. In addition, teachers can guide students to explore the corresponding scientific content through the Internet in the daily learning process, so that students can think about all kinds of problems in textbooks divergently, and subjectively understand other problems related to the problems in textbooks through Internet search, so that students can improve their active operation ability through the Internet, have fun in the teaching process, and make their learning methods highly modern.
Third, the conclusion
In the process of constructing primary school science curriculum, it is necessary to effectively improve students' independent inquiry ability. In the course of curriculum development, we should further help students to effectively explore autonomous learning methods and apply innovative teaching modes such as the Internet to further optimize students' autonomous learning ability under the background of modernization. In the process of development, primary school science teachers need to improve their comprehensive quality, so that they can fully conform to the educational model of today's society in the process of development, and then highlight the innovative characteristics of primary school science curriculum in China.
Four. refer to
[1] process. Ways to cultivate students' interest in science teaching in primary schools [J]. Academic Weekly, 2020(4):90.
[2] Huang Wei, Yang Yancong. Research on blended learning of primary school science teachers from the perspective of educational ecology [J]. Primary and secondary school teacher training, 2020 (1):14-19.
[3] Wang Wenfeng. Primary school science curriculum resources development and education improvement strategy [J]. Academic Weekly, 2020(4):45.
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