The effectiveness of primary school science classroom teaching means that primary school science classroom must be able to effectively promote the development of students and effectively achieve the expected three-dimensional goals. Promote the coordinated development of students' knowledge, skills, processes, methods and emotions, attitudes and values (three-dimensional goal). Every student's participation in teaching activities is the premise of effective teaching, and whether students progress or develop in three-dimensional goals is the index of effective teaching. In teaching practice, I think the following five methods can be adopted.

(A) the use of students' personal feelings to create teaching situations.

Let the real situation in life become a useful resource for teaching design. The content of science teaching in primary schools has a rich and vivid real life background. We can establish the concept of "life science", take curriculum standards as the guide, take teaching materials as the framework, boldly apply materials in life and create learning situations for teaching. Constructivist learning theory holds that learning is students' active constructive activities, and learning should be related to certain situations. Creating teaching situation can guide students to feel the importance of science in life, and make it produce "situation effect", thus effectively stimulating students' intrinsic learning motivation, prompting students to enter the active learning state from passive learning, thus improving the effectiveness of science classroom teaching in primary schools.

In the teaching of "earthquake", a new lesson can be introduced by using multimedia courseware: courseware subtitle: Xinhuanet Beijing May 12. According to the China National Seismological Network, Beijing time was May 2008 14: 28, Wenchuan County, Sichuan Province (3 1.0 degrees north latitude and 65438+ degrees east longitude). Next, play the text, pictures and videos lost after the disaster. Because the students are very familiar with the earthquake, they deeply feel the importance and necessity of studying the earthquake phenomenon in the thrilling facts and shocking loss data, and they will naturally devote themselves to the study of the new curriculum.

Only in this way can our science lessons come from life, from life, guide students to understand scientific concepts with vivid examples, let students feel that scientific knowledge is really useful, realize that scientific knowledge is around, and let students devote themselves to the learning process of the new curriculum with great interest.

(2) Understand the starting point of students' learning and promote their sustainable development.

To guide students into the learning process, it is necessary to understand the starting point of students' learning. The basis of teaching is the current development field of students. Analyzing students' existing knowledge level, experience, emotion and mentality is the premise and basis for determining teaching objectives, teaching priorities and difficulties. These knowledge and experience may be the basis and help for further study; It may also form a mindset and become an obstacle to the next development.

In the teaching of "Float submerged objects", after analyzing the learning situation, we think that students have a certain knowledge base on the scientific concept that adding salt to water can increase the buoyancy of water. After learning this foundation, we can focus on increasing the displacement of objects and do well the ups and downs experiment of small submarines.

The process and method goal of this lesson is to "let students explore by themselves and find a way to make submerged objects float". This lesson is based on students' original life experience, so that they can experience and appreciate this series of exploration processes again.

(C) provide structured materials for students to promote effective inquiry.

The so-called structured materials are the combination of typical teaching materials carefully designed by teachers. "Materials cause learning and materials cause activities". Teachers provide structured materials for students' inquiry activities, which is an important link in scientific activities and an important way to improve the effectiveness of classroom teaching. These materials containing typical scientific concepts will enliven students' thinking and bring different levels of experience and understanding to students with different starting levels.

In the teaching of "observing water", each group has a set of experimental materials for students: milk (or colored drinks), white vinegar, sugar water, water in a beaker, and some chopsticks for tasting. In teaching, if you choose to substitute experimental materials, you must consider the age characteristics suitable for students. Improper selection and distribution of materials will make it difficult for students' inquiry learning and affect the effectiveness of teaching.

(D) Teachers' effective guidance, timely feedback and evaluation are also the guarantee of effective teaching.

In teaching, by observing students' expressions and body language, we can know students' understanding and learning status of scientific concepts in time, and take corresponding teaching behaviors, such as encouraging evaluation, tone adjustment, speaking frequency and the need for repetition or elaboration, so as to continuously lead students' thinking to classroom teaching. If teachers can seize these fleeting opportunities in time, conduct timely and ingenious incentive evaluation and promote the communication between teachers and students, students will often have unexpected gains.

We can also get the depth and breadth of students' thinking method, thinking mode and understanding of the problem in time and accurately from the process of students' expression through questioning and group discussion. We can ask students what factors to control in the experiment class. What should we remind everyone to pay attention to during the experiment? And in the process of analyzing experimental data and drawing conclusions, teachers need timely and effective guidance when students can't concentrate on studying problems and when students don't express their ideas in communication.

(5) Prompt students to consolidate scientific concepts through timely review.

At the beginning of the class, review the scientific concepts in the last few classes appropriately; At the end of the course, practice the scientific concepts of this lesson or this unit in various forms. The process of practice is also the process of information feedback. Teachers can fully gain students' understanding and mastery of scientific concepts from the accuracy and speed of students' practice, and then make appropriate compensation and guidance according to the feedback information, so that students can have a process of re-learning, re-understanding and absorption of scientific concepts. Timely and moderate exercise can effectively promote the realization of three-dimensional goals.

The teaching process is a lively process. As the saying goes, "it is important to have a method in teaching." Effective classroom teaching is based on learning.