How do primary school students express their love for the PLA? Thank you.

Cultivating pupils' observation ability is an important and arduous task for Wu Yuehong of Fengshan Primary School in Changkeng. Observation is people's ability to recognize and distinguish things. Only by observing and understanding things can we reflect things. To correctly reflect objective things, we must have correct and meticulous observation. Therefore, cultivating pupils' observation ability is not only an important way for pupils to know things and increase their knowledge, but also the basis for developing their intelligence. Without observation, there can be no rich imagination and creative thinking. An important reason for the poor oral and written expression of primary school students is that they lack the ability to observe things and are not good at observing things. For a long time, we have neglected the work of cultivating observation ability. Of course, students' grades, ages, intelligence, gender and hobbies are different. In view of these situations, it is difficult to cultivate the observation ability of primary school students and make it gradually develop and improve. If you don't do a lot of meticulous and hard work in teaching, if you can't grasp the characteristics of primary school students and act according to the law, you can't achieve your goal. To cultivate primary school students' observation ability, we must pay attention to active guidance according to their characteristics. Materialist dialectics holds that external cause is the condition of change, internal cause is the basis of change, and external cause works through internal cause. This tells us that in the improvement of students' observation ability, the word "cultivation" cannot be ignored. In a certain sense, the "cultivation" mentioned here is actually good at actively guiding students to observe things around them. Pupils like novelty, but when observing things, they tend to be general and imprecise, pay no attention to the characteristics of things, and are not good at distinguishing the differences between things. This requires us to pay attention to active guidance in peacetime, gradually cultivate their interest in observing things and improve their observation ability. We have done experiments on third-grade students and organized them to participate in extracurricular activities groups. Results The number of people who participated in learning to play flute was more than that who participated in observing the living habits of small animals. What is the reason? It turns out that children are surprised that a small bamboo flute can play beautiful tunes, but cats, dogs, frogs and tadpoles, who grew up in the countryside, often see it and become accustomed to it, but turn a blind eye. Later, we put forward some thinking questions for students to understand. For example, how many times does the rooster crow every day? Is it regular every day? Does the cat eat beans and bean products? The tadpole has grown up. Where is its tail? These questions are common to children, but they can't answer them, thus gradually guiding the observation of primary school students to the track of purposeful and conscious detailed observation. Through careful observation, the students discovered many new things and learned a lot of new knowledge. I have a new understanding of cats, dogs, chickens and ducks, and my interest in observation is increasing day by day, and my observation is also meticulous. Pupils' unintentional attention to objective things plays an important role. To cultivate and improve students' observation ability, we must guide "unintentional attention" to "intentional attention". Once in a self-study class, we found that most male students put down their homework and stopped doing it, but gathered around Zheng Dekui's desk, vying to see a small lantern pasted with colored paper. At that time, although I was in a tense review stage before the winter vacation, I saw that this was a good opportunity to guide students to observe concretely, so I observed it with everyone. In order to guide students from "unintentional attention" to "intentional attention", the next afternoon we arranged for children to bring scissors, dextrin, colored paper, etc., and taught them to make such lanterns themselves. Through this kind of hands-on operation, children will have a clearer understanding of the structure of lanterns. Colorful lanterns were made, and the students enjoyed them sweetly and were satisfied. At this moment, in order to make our perceptual knowledge leap again, we also encourage students to make original lanterns according to the structure of this lantern, and display them at the squadron meeting on Saturday, and select ten innovative and exquisite lanterns to give to the families of martyrs before the winter vacation. In this way, students are urged to re-observe and raise their observation activities to a new height. To guide students to observe and get better results, we must pay attention to the differences in grade, intelligence, age, gender and hobbies. We divide the five grades of primary school into three steps. Grade one and grade two are a ladder. The third grade is a ladder. Grade four or five is a ladder. Put forward different observation requirements for each step, step by step, and gradually improve. Students in Grade One and Grade Two only need to observe some simple things with bright colors and changing activities. By observing, they can tell the names, shapes and colors of things. On the basis of the observation requirements of the first and second grades, the third grade requires not only observing brightly colored things, but also observing people. Through observation, we should not only be able to tell the external characteristics and internal structure of things, but also briefly explain their functions, and at the same time record the observed contents in words. The observation of characters requires them to tell the height, size and age of the characters; On the basis of the first two stages, the fourth and fifth grades require them to observe more complicated things and strengthen the observation of characters, not only appearance characteristics, but also movements and expressions. They are also required to gradually learn the skills of grasping the characteristics of things for rapid observation, and to exert their rich imagination in the process of observation. After each observation, students are not only required to express it orally, but also to express it in words in combination with their compositions. After class, organize students to make some simple physical models and figures by themselves. We usually pay attention to let senior students who like art prepare a piece of cardboard with the size of 8K paper, carve a square hole with a width of two inches and a length of three inches on it, make a bracket with reeds and branches, or do some simple still life sketching or landscape writing, take a part of the scenery through the grid, and then describe it through observation. According to the characteristics of different seasons in rural areas, we also engage in some meaningful extracurricular activities to create conditions for students to observe. Organize children to watch the whole process of seed selection, seed soaking, bud breaking, grain falling and seedling transplanting in the field in spring; Organize children to swim in ditches and rivers in summer and touch screws in a planned way. Sometimes organize children to stick cicadas and fish; Organize mowing in autumn, collect tree species and Chinese herbal medicines, and pick cotton; Let's have a liquid icing test in winter to see which of lard, kerosene, salt water, sugar water and water freezes first and which does not. Usually, I also pay attention to getting in touch with the parents of students, and suggest that parents give students the opportunity to observe. For example, let students wash clothes, fold clothes and mend clothes themselves, and know which parts clothes are made of; Let them feed the chickens to get eggs, and gradually understand the appearance and manner of each chicken, as well as the size, color and quantity of eggs laid by each chicken. During the visit, I learned that many children hung a small notebook next to the chicken nest and drew a form listing the date, chicken number, chicken species, performance of the day, whether they laid eggs, etc. , and make detailed records every day. It is concluded that the cock crows seven times a day, and the error between each time and the clock is only about ten minutes. Which chickens are in the pen late at night means that it is likely to rain the next day. We also pay attention to getting in touch with teachers in class, so that students have more opportunities to observe specific things. In order to make students insist on observing specific things, keep their interest in observation and improve the effect of observation, they must be taught the methods of observation. Improve the observation effect. We attach great importance to teaching students observation methods. Generally speaking, observation methods can be divided into: from near to far, from far to near, from top to bottom, from bottom to top, from left to right, from right to left, from outside to inside, from whole to part, from part to whole, from easy to difficult, from outside to inside, etc. We gradually teach these methods to students in practical teaching. Making full use of illustrations in textbooks is an important means to teach students observation methods. For example, combining five volumes and three pools to reflect the moon, let students learn the observation methods from front to back and from left to right; Teaching students how to observe things from far and near and from top to bottom by combining nine volumes of The Great Wall; Combining Guilin's landscape, teaching students the methods of grasping the characteristics and observing things; Combined with the illustrations of the yellow river elephant, the method of comparative observation is taught to students. Note that in the process of observing specific things, strengthening the guidance while observing is an effective measure to teach students observation methods. In the process of observing specific things, we should strengthen guidance while observing them. Based on the principle of easy to difficult, we should first guide one or two observation methods, and gradually apply general observation methods comprehensively with the increase of grade and knowledge. We practiced in the compound classes of grade three and grade five. Once, a male crab and a female crab were hung by a rope with their stomachs up, guiding everyone to watch the dynamics of crabs in a specific environment. Then, make an open space in front of the classroom, put benches, rotten cotton and wet straw, let crabs crawl in it, and guide everyone to see the dynamics of crabs in a complex environment. Then pour a bottle of hot water prepared in advance into the washbasin, plunge the crab into it, and guide the students to watch the crab move from static to dynamic. Finally, remove the crab shell and guide everyone to carefully observe the composition of the crab from the outside to the inside. In the whole observation process, male crabs and female crabs have been observed and compared. In this way, the teaching is vivid and natural, the learning is active and the effect is good. In the process of guiding students to observe, we should also pay attention to giving full play to their rich imagination. Ask them to see the shape of things and think about the changes of things; Seeing a character's appearance, movements and demeanor is associated with his psychological activities. When teaching the Great Wall, the students looked at the pictures and said humorously, "Here we are!" " Let's use this sentence as an excuse: "Students, who is the man at the top of the Great Wall in the second picture?" This problem is like sprinkling a handful of salt in a hot oil pan, and everyone talks about it: "It's a guest." "There are workers, farmers and uncles of the People's Liberation Army." "There are foreign friends." Zhu Huashan said, "And our children." Honghai didn't wait for Zhu Huashan to finish, so he picked it up. "There are the most people hanging small red flags in that place, and they are all our classmates in Class Five. That tall man is our teacher Tang. " At this time, the classroom atmosphere is more enthusiastic. "Teacher Tang is preparing to let the photographer take my picture. Teacher Tang quickly cut the red scarf on her chest and took out a small mirror from her pocket ... "Zhang Hong said a lot in a row, but the students still wanted to speak. The teacher thought the time was ripe, so he said in an enlightening tone, "You can write an article on" Tour the Great Wall "after class to see who has rich imagination and vivid writing." As soon as the voice fell, the students immediately spread their wings of imagination. The next day, the teacher received a lively and interesting composition. After observing the crab, a female classmate wrote these words: "Climb quickly, don't touch that unlucky broken cotton, it will tie you up." Get into that pile of warm straw. There is a small hole behind the wet straw. You can go through this hole and climb into the river behind it. Come on, come on. Don't spit when you go through this hole. You must climb over quietly. Your child is waiting for you anxiously. "Because we usually pay attention to the cultivation of students' observation ability, students have formed the habit of observation, and they can grasp the main characteristics of the characters when observing. One day, I was sitting in my office correcting my homework. Jiang Chaoyun came over and told him, "Teacher Tang, there is a tall middle school student looking for you at the bus station. He has a small part with the emblem of Hexing Middle School hanging on his chest, and his voice is a bit hoarse. " As soon as I heard it, I knew it was my brother who came to me. After teaching the observation method, students can write articles vividly. Student Qi Jianhu didn't mention a word "hot" in the article Midsummer Noon, but described it by grasping the reflection of different things in the specific environment. It really gives people a midsummer feeling after reading it. In his article, he wrote: At noon, the fireball-like sun deliberately approached us a lot, and the leaves were almost burnt. The cicada couldn't stand it, and desperately called for help. I wiped the sweat off my face with a towel, held a little bit of leftover food, and barked "dog", but my beloved "little flower" never disappeared. Where did it go? I looked around the house. Oh, it's still under the old elm tree, with its head held high, its mouth open, its red tongue hanging outside, and it keeps moving with its rapid breathing. I put the rice to his mouth, and he shook his head as if to say to me, "Give me a fan to cool down." Student Tang's original writing level is very poor. After his observation ability was cultivated, he observed carefully and became interested in writing. For example, for cats, he not only pays attention to understanding the life habits of cats published in textbooks and newspapers, but also pays special attention to observing other life habits of cats. For example, cats don't eat candy, beans and some soy products; Unlike dogs who love to travel with their owners; Don't like to walk on muddy roads and so on. Students form the habit of observation, and observe everything carefully when they meet. A classmate's mother asked him to buy several boxes of "Tianjin" brand matches in the canteen, lit them at night, and went out immediately after a stroke, even after a few strokes. What is the reason? Later, the root cause was found: one end of the matchstick must have been dipped in wax oil before adding the matchstick head, and the wax burned easily. When a match is scratched, it will burn immediately when it touches wax. I'm afraid there is too little wax in "Tianjin" matches. Students usually observe more things, and they will use one thing to vividly describe and depict other things. We ask the students to rewrite the text The Little Match Girl. In order to write about the emaciation of the little girl, a student did not use conventional words such as "sallow and emaciated" and "skinny", but wrote: "... she curled up and fell on the road with a match in her hand ... at this moment, I seemed to see the ribs of my little sister. But this is just the beginning. In the future work, we will further study pedagogy and child psychology, and study children's psychological characteristics, so as to cultivate primary school students' observation ability.