Students account for 5.7% and senior high school students account for 2.9%. At present, in the teaching of science in primary schools, many teachers also pay attention to inspiring students to question some phenomena and take some measures, but most of them are mere formality without systematic and planned training. In fact, it is not enough to train students in one or two classes. Only long-term systematic training and cultivation of students can be effective. Therefore, as a science teacher, how to protect students' curiosity, clear students' psychological obstacles, open a blue sky of psychological safety for students' "questioning", and let students dare to question, learn to question, explore and solve problems in class.
Again, this is an urgent research topic!
First, create a good atmosphere and stimulate doubts
A good atmosphere is very important to cultivate students' ability to question. It is undoubtedly an effective way and means to arouse doubts by successfully creating a good learning atmosphere, let students gain respect in personality, and experience the progress of learning in an equal, relaxed and lively environment with the care and encouragement of teachers.
1. Create a relaxed questioning environment.
Set up an honorary corner for asking questions in the classroom, and post a list of outstanding students who dare to ask questions and valuable questions raised by students. Students prepare an inquiry record book to record the questions they raised and wanted to raise in class, the problems they encountered in life, and the problems they found in previewing the text and studying after class; Usually try to reach an understanding with teachers and parents in other disciplines and encourage students to ask more questions.
2. Protect students' desire to ask questions
Strive to create a harmonious teaching atmosphere, especially in the initial stage, make good use of the appropriate incentive mechanism, so that students can boldly imagine and dare to question. Let students dare to ask questions, get rid of the psychological doubts of being afraid of asking questions and being laughed at by others, and let students ask questions boldly without any worries.
If the students' questions deviate greatly, don't kill them with a stick. Or leave some room for him, or lead the question to the correct answer, or ask the students to supplement and correct it. For example, in the magnet class, I asked the students, "What items in life have magnets?" One of the students
A: "Scissors!" It attracted a burst of laughter from the students. I stopped my classmate's laughter in time and said, "Generally scissors are not magnetic, but this classmate's idea is very creative. If the scissors are magnetic, what are the benefits? " Suddenly, the classmate who picked up the scissors smiled and the students discussed it.
3. Guide students to ask questions.
It is necessary to teach students how to ask questions, guide them to grasp the key points, ask questions from textbooks, ask questions from truth and scientific conclusions, and encourage students not to "ask questions in a shallow way", but to get to the bottom of it, think from multiple angles and ask questions from multiple directions. Secondly, students should be encouraged to ask some valuable questions. The so-called valuable problem is to see the essence through the appearance. Give students enough time to think, let them discuss with each other, inspire each other and guide them to think deeply. Teachers should be willing to spend time on asking questions, never go through the motions and engage in formality, but actually let students learn to ask questions and learn to question. At the same time, high-quality questions are also the motivation for students to continue asking questions!
Second, adjust the preset scheme and question the generation.
In the design of science teaching in primary schools with inquiry as the core, presupposition scheme, questioning generation and emphasizing generation do not mean denying presupposition, but they are interrelated and mutually reinforcing. An ordinary chess player can predict the next few moves, a professional chess player can predict dozens of moves, and a chess master can see through the whole game from the beginning. The same is true of teachers. With sufficient presupposition, we can keep up with the crisis, strategize and win a thousand miles.
1. The teaching goal can be "up and down" to find the starting point for asking questions.
The new curriculum reform strongly advocates respecting students' subjective needs, understanding students' learning needs, and presupposing problems that students may consider according to their learning situation. The preset goal is not static, nor is it the only criterion for behavior detection. Classroom teaching has a strong sense of presence, and the state and conditions of learning will change at any time. When conditions change, the target needs to be openly incorporated into the elastic mechanism to accept unexpected information. I encountered such a problem when I was teaching "Make a Paper Car", the first volume of Grade Three. According to the original teaching design, students first exchange the materials and production process of the paper car, then make it after class, and finally have a sliding competition. However, in the teaching process, I found that students have a very comprehensive thinking angle and are very serious in making and selecting materials. To my surprise, the students are interested in how to make the paper cart slide further. So, I changed my plan and organized my classmates to discuss this problem: some students think that the lighter the car, the easier it is to slip; Some people think that the car is heavy, so it has inertia; Some students think that
The shape of the car should be streamlined to reduce air resistance ... these different sounds make me very happy.
2. Leave "time and space" in the teaching process to keep the extensibility of questions.
The purpose of presupposition is to let students produce something in classroom learning. By default, try to give students more time to think, more space for activities, more opportunities to express themselves and more joy in trying to succeed. Therefore, the teaching process presupposes "time and space". Space is the premise of the problem. Including the space from the starting point to the goal, the space between links, and the space where the problems in the links are presented to students. The first two types of space are preset before class, and the third type of space needs teachers to use their wisdom in learning activities to make timely and appropriate adjustments, which can be completed by setting conditions. Time is a necessary condition for the emergence of problems and a guarantee for the emergence of preset problems. Teachers should not only ensure students to think, discuss and explore independently.
Time, but also control the pace of teaching. Teachers, as organizers, instructors and participants of teaching activities, should make students the masters of learning and make classroom teaching truly a world where problems are dynamically generated.
3. The teaching content can be "reorganized", thus generating new questioning ideas.
"Science (Grade 3-6) Curriculum Standard (Experimental Draft)" clearly points out in the section of "Development and Utilization of Curriculum Resources" (page 4 1): "In order to make primary school students have a broad knowledge background in science learning, science education can not be limited to textbooks in the traditional sense, and various curriculum resources must be utilized and developed." Therefore, we can change the situational cases in teaching materials, adjust the teaching order, add life resources to teaching design and integrate subject resources. To get access to information, in addition to the established resources of the teaching content itself, we should also use colorful preset resources to develop learning resources outside the classroom. In the teaching of "Various Flowers", the second volume of the fourth grade, I reorganized the teaching content into three teaching activities: the first activity is "special observation of flowers"; The second activity is "flower viewing report"; The third activity is "Is this a complete flower?" Let students gain experience in these inquiry activities and produce problems they want to study.
Third, flexible use of scientific means to expand doubts.
1. Let imagination be the source of knowledge to arouse suspicion.
Einstein commented on imagination in this way: imagination is more important than knowledge, because knowledge is limited, but imagination can travel around the world, promote scientific development and progress, and is the source of knowledge.
Usually, I will see some children adding vegetable oil to their bicycles. Because he sees that running cars often refuel, he also wants to refuel running bicycles. Others put shoes on stools and breast-feed dolls ... Maybe these "fantasies" will make some scientists in the future. In fact, there is also some knowledge in science class that needs to be mastered by imagination. If we know the nature of air, what is the magnetic field like? How does sound spread? The more imaginative students are, the more creative they are in understanding what they have learned.
Therefore, in science teaching, we should make use of all imaginable space to explore the factors of developing imagination, teach students to open their wings of imagination and guide them to develop from single thinking to multi-directional thinking. An imaginative student will have more "problems"!
2. Let reverse thinking become a brilliant trick to stimulate questions.
Reverse thinking is a creative way of thinking that gets rid of the shackles of conventional thinking. When the conventional teaching methods and practices can't bring the expected results, which leads to students' ignorance or a dead end, we might as well try reverse thinking. Doing the opposite often enables students to break the shackles of convention, generate new ideas and have a bright future.
Such as "Can clothes bring us heat?" We can think in reverse: What will happen if clothes can bring us heat? Another example is "What kind of water should we drink?" We can think in reverse: What kind of water should we not drink? Another example is "plants"
Why should seeds spread as far as possible? We can understand it the other way around: what if the seeds don't spread?
A successful teacher is successful because he "lives" his lessons. It is often possible to "live" the classroom from another angle. Reverse thinking is to break through convention and common sense and think and explore from the opposite angle. Of course, reverse thinking does not encourage students to be curious, nor can it be used under any circumstances. It also requires that the theory is reasonable, well-founded and convincing.
3. Make suspense a dramatic magic that inspires doubt.
After all, I don't know what will happen, and listen to the next chapter. "A classic storytelling lines, tells the suspense of the drama magic. In science teaching, making use of the characteristics of science class and setting up suspense in a timely and appropriate manner can keep students enthusiastic, eliminate the fatigue caused by passive thinking, feel the wonder of learning in a positive and pleasant atmosphere, and then master knowledge well.
For example, in the introductory teaching of "Are potatoes sinking or floating in water", I showed two potatoes, one large and one small, and two beakers filled with clear water and salt water respectively, so that students could predict the ups and downs of potatoes of different sizes in water. When the students say that the potato is sinking, I let it float; The student said the potato floated, so I let it sink. In a word, according to the students' prediction, all the students will look at each other and don't know what to do.
Sample said, but also produced a great interest in learning.
Curiosity is the nature of students. When a common thing becomes incredible, when ordinary events are being interpreted vividly, there is no reason not to arouse anyone's interest in inquiry. Suspense is also easy to concentrate students' attention; Suspense, let
The students have a heartfelt question and a lot of curiosity. Therefore, design more suspense in science class, so that students can "hang up" with you without answering!
4. Let the contrast become the shocking charm that inspires doubts.
Ushinski, an educator in the former Soviet Union, once said: "Comparison is the basis of all understanding and thinking. It is through comparison that we understand everything in the world. " As the saying goes, "It's better to be surprised than not to know." A comparison will produce a lot of "why?"
In the lesson "How to accelerate the dissolution", there are three experimental teaching: "Can stirring accelerate the dissolution of soap?" "What is the relationship between hot water and cold water and the speed of soap dissolution?" "What is the relationship between the size of soap and the speed of dissolution?" The comparison method is simple and easy to understand, which leaves a deep impression on students.
In addition, there are comparisons between the development of shipbuilding technology and materials in ancient and modern times, the living environment of different organisms, the physical development and health status of people who like sports and those who don't, the packaging of food, insulators and conductors, the seed structure of different modes of transmission and so on. Consciously using contrast in teaching can not only make teaching more convincing, but also give students a brand-new feeling, so that they can ask questions and solve problems independently in a novel, relaxed and pleasant learning environment, and achieve twice the result with half the effort.
5. Make the situation an intuitive focus to stimulate questions.
Cleverly questioning obstacles, forming problem situations, and promoting "life" with "doubt"
In the teaching process, if teachers provide students with some challenging tasks that make it possible for students to succeed, students at all levels can experience the joy of success to a greater or lesser extent, and can stimulate students' motivation to try and enthusiasm to participate, thus generating inquiry questions.
When I was teaching the second volume of Understanding the Air in Grade Three, I created a situation in my life where soy sauce could not be poured out with a funnel, so that students could explain the reasons, and then introduced the concept that air occupied space. It is a common phenomenon to pour some liquid out of a funnel. Many students have encountered similar things, but they have not seriously thought about the reasons. After moving it into the classroom, it suddenly became the focus of students' attention.
Situational learning will attract students' attention from beginning to end, and it should be the adhesive and solution of inquiry. In the initial stage of inquiry, teachers show situations and generate inquiry questions. In the teaching process, students' past, present and future activities are linked and integrated in a big background until they are led out of the classroom.
6. Turn the collision into a thinking shock that inspires doubts.
Teaching process is a multi-dimensional dynamic process of teacher-student interaction. Vygotsky believes that primary school students' scientific concepts are acquired through communication with their peers. Communication and discussion are the main processes for primary school students to form scientific explanations on the basis of observation and experiment. Due to the differences between students, there will be students' doubts, cognitive misunderstandings and sparks of innovative thinking in the teaching process, and many problems can be generated through communication and discussion.
The second volume of the fourth grade "Food for a Day", the food should be classified. A classmate thought that ham sausage was not meat. He said: "Because it contains flour, flour is vegetarian!" " This aroused the opposition of many students, who raised their hands to express their different opinions: some said it was meat because there was ham; Some say it is vegetarian, because there is flour and there is no dispute. I found this an excellent opportunity to "brainstorm". Let them collide fiercely and express their opinions. ...
7. Let the ending become a knowledge expansion that inspires doubts.
It is often seen that after class, the teacher asks the students, "Do you understand this lesson? Are there any questions? " If in doubt, give a short answer. If there is no problem, you will feel that everything is normal and announce the class is over.
There is no end to learning. The success of a science class depends on students' extracurricular application. A class that knows everything and has no problems is not necessarily a good class. The teaching of science class should lead students from 40 minutes in class to extracurricular, and encourage students to actively explore scientific knowledge after class.
In the course of "expansion with heat and contraction with cold", students know through experiments that water, air and copper balls all have the property of expansion with heat and contraction with cold, and it can be concluded that many objects have the property of expansion with heat and contraction with cold, but it cannot be said that all objects have this property because other objects have not been tested. Students can
Continue to study and verify with the methods learned in class.
At the end of a wonderful science class, students should feel unfinished, memorable and intriguing. A few minutes before class is the best time to "teach them to fish", which extends students' thinking from in-class to out-of-class, allows students to enter the classroom with questions and leave the classroom with more questions, and generates endless exploration motivation.
It is especially important to learn to question in science class! Practice has proved that science needs to be questioned, and it will not develop without questioning. The cultivation of questioning ability can benefit students for life. In teaching, we should try our best to inspire students to question boldly, make them form the habit of questioning, and keep a strong curiosity and thirst for knowledge about natural phenomena. Encourage students to question and learn for life.