Political composition "Observation and Thinking of Life", observe and explore the mystery from a certain aspect of life

A few friends once came to my house and asked: "What is this? It looks lush and green, so beautiful!" I smiled and said: "Everyone has seen this thing, including naturally. "You?" "You really don't know me? Look carefully!" The friend looked at it again (not carefully) and still said he didn't know. In fact, this is just an ordinary pumpkin seedling. (It was not planted intentionally, maybe because there were pumpkin seeds in the potting soil, so it grew such a seedling on its own.) Who do you think has never seen it?

This little thing caused me to think deeply. Why do several friends say they don’t know about such a common plant? Maybe this is just turning a blind eye in life! After careful reflection, I think this phenomenon is caused by not having the habit of careful observation in life! It seems that careful observation is such a valuable quality! You see, there are so many great inventions in history (Luban invented the saw, the Wright brothers invented the airplane, Archer invented the story of the perforations of stamps, Watt invented the steam engine...), which of them could not be separated from the carefulness of familiar things around them? What about observing and then thinking seriously? It can be seen that observation and thinking are not only a kind of behavior, but also a kind of consciousness, an attitude and a habit. This incident made me, a teacher, especially a science teacher, re-examine my teaching philosophy. I personally believe that in primary school science classes, we must carry out scientific inquiry activities in a practical manner to cultivate the scientific literacy of primary school students. Cultivating them to truly learn to observe and truly learn to think is a prerequisite.

How can we cultivate children to make observation and thinking a living habit? We are trying to explore in teaching:

1. Stimulate interest in learning, observation and thinking before class.

When scientists do science, they first become curious about things, thereby generating a series of questions, and then apply the scientific process to these questions carefully and appropriately. Of course, our science classes cannot expect children to study scientific problems like scientists, but throughout the learning process, they can learn how scientists think and work, and they can also explore their own problems in a way similar to scientists' exploration. question.

(1) Carefully choose the topic for pre-class study and observation

For example: Last winter vacation, the school’s Moral Education Department assigned an assignment—to carry out a science and technology activity. I combined the theme of life education to let the children observe and explore the whole process of hens hatching chicks. (Because this part of the content is included in the unit "New Life" in the second volume of the fourth-grade textbook and the unit "Life Cycle of Animals" in the second volume of the third-grade textbook)

(2) Provide detailed guidance for pre-class learning and observation

My approach is: first introduce to the children that the entire process of hens hatching chicks takes about 22 days, and let the children search the Internet for relevant information about hens hatching chicks. Then let the children work in groups to carry out observation activities after class. (Our school is in a rural area, so this activity is relatively easy to find materials and easy to carry out. The teacher hired a student’s parent to be the activity instructor, so that the activity could be carried out directly in the students’ homes. I asked the students to design their own observation records and let them observe their parents every day. The process of turning eggs, the hens eating, and the changes in eggshell color every few days were recorded.) On the 21st day of the activity, a chick was trying hard to peck open the eggs. Eggshell, a new life is about to be born. The children's desire to observe suddenly boiled over. Their bright little eyes were so focused and curious! During the event, the mother of Zhang Yujie, a student in Class 401, said excitedly: "It's great. The first chick pecked the shell at 6:42 in the evening. My daughter squatted next to the chicken coop for a full hour. She forgot about dinner. , she took a picture of the process of new life with her young hands. After taking the picture, she immediately entered it into the computer. Even when she sat down to write an observation diary, I was really moved by her that day. "What a good pre-class observation practice. The children experienced this process wholeheartedly, in which they observed, thought, and understood the birth and value of life. The motivation for this observation comes from the teacher's stimulation of children's interest in observation and thinking before class.

An activity of the same nature - observing the life of silkworm babies. We are organizing students to carry out group activities.

(3) Do a good job of accumulation and organization after observation and thinking

After the above activities are carried out, I will ask students to organize event records, photography pictures in time, and write carefully Observation diary. These can be displayed on the "display stand" in the classroom. When this part of the content is taught, these will become valuable teaching materials. Because it comes from students’ personal life experiences!

I think that as long as our teachers can have multiple perspectives, be good at stimulating students' desire to observe and think before class, and cultivate a lasting habit of observation in life. If the activities mentioned above are carried out several times, then in the teaching process, the learning of scientific knowledge, the development of inquiry activities, and the cultivation of emotions, attitudes and values ??will surely achieve a smooth effect in the classroom inquiry activities.

During the activity, I felt the fun of being a science teacher, and also gained a sense of accomplishment as a science teacher - cultivating future scientists.

(They should be taught that they have taken the first step in scientific exploration and research). At this time, Darwin's philosophical words came to mind again: "I have no outstanding understanding, nor extraordinary wit. I am just aware of fleeting things and making careful observations of them." It can be seen that, Observation before class is very important. What's more, what about our training objects—students!

2. Create situations for inquiry activities, observation and thinking

The purpose of practical scientific research is to describe and explain the world, and the way to describe and explain the world is to observe and experiment. Experiments can actually be regarded as indirect observations "with the help of instruments" or "artificial" observations, so observation is the basis of any scientific research. "Zhejiang Province Primary School Subject Teaching Suggestions·Science" also tells us: "The main learning methods of primary school science are observation and experiment, and students acquire knowledge, cultivate interests and scientific attitudes through personal inquiry." Observation is a commonly used science in our primary school teaching The purpose of exploring forms is to discover the substantive laws contained within things, rather than superficial phenomena, and is the main means of scientific learning.

Some time ago, I was fortunate enough to enjoy the class "How Sound is Produced" presented to us by a special teacher from Zhejiang Province. At the beginning of class, Chen Te leisurely felt for his baby in his pocket and couldn't find it for a long time. I was anxious as I sat down to listen to the lecture, and a curious desire immediately arose - what on earth is it? I stared at Chen Te's hands and listened carefully to Chen Te's slow words. After a long time, he took out an ordinary steel ruler from his pocket and placed one end of the ruler on the table. Say: "Is there any way to make this ruler sound?" That's a simple opening line. Let us wait carefully, observe carefully, and think carefully. (At this time, I noticed that all the students and science teachers attending the meeting were all looking at the steel ruler in Chen Te's hand, and all of them were concentrating on Chen Te's question - "Is there any way to make this ruler Make a sound?") After a few seconds, one student raised his hand and said, "Press it hard to make the ruler make a sound." Chen nodded to confirm that the student had his own idea and asked him to sit down. I turned my back and wrote two words "hard" neatly on the blackboard. "Can force really make a steel ruler make a sound?" This was Chen Te's second inspiring sentence. I saw him holding one end of the steel ruler with his left hand, and pressing the other end of the steel ruler with his right hand until it bent at a certain angle. Then gently and slowly reset the end of the steel ruler. (At this time, the classroom was silent, everyone was listening and watching attentively) Chen Te asked again: "Did you hear the sound?" "No" the students answered in unison. A scientific inquiry activity carefully designed by Chen Te made all the children and our teachers devote themselves to careful observation and careful thinking. And during the investigation, practice proved that the first classmate’s idea (pressing it hard can make the ruler make a sound) was wrong. So how can we make the steel ruler make sound? Therefore, it is natural for students to transition to the observation and thinking of the second inquiry activity. ...go deeper and deeper, constantly raise questions, guide students to continuously observe and think, and explore in an orderly manner to find out that sound is caused by vibration. Chen Te's class is like a trickle flowing in the classroom. What flows into the hearts of the children and us is a valuable spirit of scientific inquiry - making observation and thinking a life habit. In this class, everyone saw that Chen Te did not use any gorgeous courseware, but he created situations for students to observe and think about inquiry activities without leaving any trace. (Purposefully, plannedly, and hierarchically carefully designed, and proposed Questions related to the teaching content stimulate students' enthusiasm for knowledge, and introduce students into a situation related to the problem. In the problem situation, students are given sufficient time and space to freely imagine, and students are encouraged to watch, listen, and learn. Thinking and discussing, igniting the spark of students' thinking) allows students to experience the scientific inquiry process, easily learn scientific knowledge, and their emotions are also sublimated. After listening to the class, I chewed carefully and reflected on the state of this class. This is a very thought-provoking state. This state is worthy of my continuous thinking and learning.

　

< p>3. Observation and thinking after focusing on inquiry activities

Five years of teaching general knowledge and five years of science teaching experience have given me a lot to think about and accumulated some teaching experience. I recall the nature course teaching methods I learned while studying at Huzhou Normal School, review the several years of knowledge teaching experience at Gaoyu Primary School, and reflect on the several years of science teaching experience at Liangpeng Primary School. The changes in my teaching experience seemed to coincide with the course reform process. In the process, the teaching materials are being revised, and my teaching philosophy has been updated through training after training and listening to the wonderful lectures of Teacher Yuan and Teacher Ye again and again. I feel that inquiry activities should not start and end in the classroom. While stimulating interest in learning observation and thinking before class, we should also pay more attention to observation and thinking after inquiry activities. Doesn't Anji County hold a Youth Science and Technology Competition every year? I think if we can pay more attention to students' observations and thinking after classroom inquiry activities while doing a good job in classroom inquiry activities, then students will definitely be interested in small inventions in the competition, writing small papers, etc. Interest is the best Teacher, then we will have no trouble tutoring. In the competitions of the past few years, I tried to use this method to guide students, and I did achieve some results.

"Observe, observe, observe again" is a famous sentence engraved by the world-famous physiologist Pavlov on the stone tablet at the entrance of his institute to emphasize the importance of observation for research work. . I keep this famous saying in my heart, which guides my teaching thoughts and spurs my teaching behavior. I strive to cultivate my students to truly learn to observe, truly learn to think, and learn to truly inquire. Let observation and thinking go hand in hand with inquiry and learning, and make observation and thinking a living habit.