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How to guide pupils to pay attention to science in their lives

The Science Curriculum Standard emphasizes that "scientific inquiry should be the core of scientific learning". Inquiry is not only the purpose of scientific learning, but also the way of scientific learning. The "inquiry" here includes inquiry activities and inquiry skills. In teaching, students should participate in inquiry learning activities, experience the process of knowledge formation, and organically combine scientific knowledge learning with scientific inquiry activities to achieve the purpose of acquiring knowledge, exercising skills and cultivating interest. Suhomlinski, an educator in the former Soviet Union, once said: "In the deep heart of man, there is a deep-rooted need to feel that he is a discoverer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. " Science teaching in primary schools is to meet this need and make students become discoverers, researchers and explorers of scientific phenomena. How to carry out this teaching concept? Combined with our own teaching practice, talk about some superficial understanding.

First, create a situation to guide discovery.

Inquiry is everyone's innate instinct, and discovery is the beginning of scientific inquiry. Children's natural curiosity can urge students to further observe, think and explore in depth, thus asking exploratory questions. Creating problem situations, guiding students to find and ask questions, and then exploring independently, is not only a question of learning methods, but also a renewal and transformation of educational concepts. Its fundamental point is to highlight the student-centered thinking and really give students the initiative in learning. Create a positive, relaxed and harmonious classroom teaching atmosphere, and let students become the subject of "problems" and "problem information sources" one by one, then students' enthusiasm and initiative will be greatly stimulated. Students' questions are always based on their own positive thinking. As the saying goes, instead of "giving" students 10 questions, teachers should create situations and let students "discover" and "generate" a question by themselves.

For example, when teaching which glass of water is hotter, we design the teaching situation like this: as soon as class begins, we prepare two hot water beakers with small temperature difference for students (white gas floats above the cups) and ask this question: What is the difference between the two glasses of water on the table? Try the outer wall of the cup again with your hands. How do you feel? What's the difference between these two glasses of water? The above questions guide students to go through the five processes of "seeing-touching-experiencing-comparing-summarizing" step by step. The students looked at it and realized that "these two glasses of water are hot water, and the temperatures of the two cups are different." Some students think that the water in the 1 cup is hot, while others think that the water in the No.2 cup is hot, which leads to conflicts and disputes. When the time is ripe, a new question is raised: "Which glass of water is hotter? What can you do to solve this problem? " The students suddenly shifted from arguing about the results of experience to finding the way of problems. Some say to touch it carefully with your hands, some say to touch it with a sip, and some say to measure it with a thermometer ... Because students have discovered many methods, they once again cause students to argue and point out the shortcomings of the other methods. Everyone thinks that there will be errors when touching by hand, and the amount of hot air emitted by the eyes is unstable. Taking a sip is both afraid of injury and difficult to distinguish. Only by measuring with a thermometer can we draw an accurate and scientific conclusion. Finally, the students agreed and decided to use a thermometer to measure which glass of water is hotter. In this way, in the process of continuous understanding, students gradually formed the view that "measuring with scientific instruments is more accurate and scientific".

In this link, the reason why the temperature difference between two glasses of water is very small (the temperature difference is about 2℃) is to create a problem scene that "causes students to dispute", which is convenient for students to have differences in the process of observation and produce solutions in the process of dispute, thus stimulating students' interest in studying problems and guiding students to explore independently.

From the above examples, we can see that in the teaching design and teaching process, if teachers pay attention to the hidden "discovery" factors in the teaching materials and create a situation for students to actively discover and ask questions, students can actively ask questions, and the main role can really be brought into play, and the real autonomy, exploration and discovery can be reflected. The whole teaching process can be carried out around the problems that students have in their study.

Of course, not all classroom teaching requires teachers to use experimental equipment to create problem situations like the above example. Sometimes, you can also create problem situations for students by providing exploratory questions. This can not only stimulate students' motivation for further study, but also enhance their self-confidence, initiative and enthusiasm after solving these problems. For example, in the textbook "Interesting Ups and Downs" in Qingdao Edition, we guide students to explore in this way:

1. Immerse two groups of plasticine with different sizes (with a large gap) into two beakers with the same amount of water (the beakers are also the same size), observe the change of water level, and realize that different objects occupy different spaces in the water;

2. The weight of the same plasticine in different shapes of air and water is measured by spring, and it is found that both boat-shaped plasticine and hollow jiaozi-shaped plasticine can float in water. By increasing the volume of plasticine, the middle of plasticine is hollow, and the conclusion that plasticine can float on the water is drawn.

3. Undertake the above experiments to inspire students to think: iron sinks in water, but why can a big ship made of steel sail on water? After that, four ping-pong balls filled with water, sand, air and salt water are used to guide students to carry out experiments: the ping-pong balls filled with sand, air and salt water are compared with the scales filled with water, and then they are put into the water respectively to observe the phenomenon, and finally the conclusion is drawn that objects lighter than the same volume of water float and heavier than those with the same volume of water sink. A big steel ship can float on the water because it is lighter than the same volume of water.

At this point, the secret of the ups and downs of objects in the water is the most thorough answer. Then let the students design their own experiments to explore the method of "floating plastic toothpaste skin submerged in water" and discuss "how to make potatoes float on water". With the previous knowledge base, the students found the solution very smoothly and fully enjoyed the joy of success. In this way, students can not only know the secrets of the ups and downs of objects in constant exploration, but also cultivate their ability to think, explore and discover the mysteries of nature independently.

In a word, there are various ways and forms to create situations in the process of scientific inquiry. Teachers must combine teaching contents, create teaching scenarios, treat students as discoverers, researchers and explorers, inspire and guide students to discover, explore and solve problems, cultivate students' good scientific attitude, accumulate certain scientific knowledge, master certain scientific methods and form certain scientific inquiry ability. Paulia once said: "The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp its internal laws, essence and connections."

Second, strengthen cooperation and explore together.

The course of scientific development has proved that many scientific research achievements have been achieved through the cooperation of many scientists or the joint efforts of generations. The new curriculum standard also clearly points out that group cooperation is one of the main ways for primary school students to learn. In the process of cooperation, students can learn the art of discussing according to certain rules, listen to others' opinions, be kind to criticism to examine their own views, gain a correct understanding, learn to accept, appreciate, share and help each other, enjoy the fun and joy brought by cooperation, and experience the significance and value of cooperation. Therefore, cooperative learning plays a unique charm in research-based learning.

1. Stimulate interest and create an atmosphere of cooperative inquiry.

As we all know, every student does not come into the classroom with a blank mind. He or she walks into the classroom with six years of life experience. Because each student's life experience is different, his understanding of the same question is also different. These "experiences" and "gaps" are valuable learning resources in themselves. Teachers must be willing to provide students with the time and space needed for "cooperative inquiry", provide students with opportunities to actively participate in group learning, and give active cooperation and guidance to gradually cultivate students' cooperative consciousness, thus enhancing the effect of scientific inquiry. For example, for the study of soil, first arrange students to observe the soil in the flower beds on campus in groups, and compare which group observes carefully, uses more methods and finds more problems. Then observe and compare the different soils brought by the students in the group, and then compare and communicate in the class to find out the characteristics of each soil. In such activities, students must exert their collective wisdom and unite and cooperate, so that they can surpass other groups. At the same time, I also shared other people's research results, listened to other people's findings, exchanged my own views, and gained everyone's achievements, and experienced mutual acceptance, appreciation, sharing and mutual assistance. In the long run, why worry about students' ability to explore will not be improved, and their awareness of cooperation with others will not be strengthened!

2. Carefully prepare and provide structured investigation materials.

It is also an important feature of scientific inquiry activities that students have the right to obtain and use all kinds of equipment. Teachers provide structured experimental materials for students, which is the key and foundation for students to carry out inquiry learning. Rich and structured materials can stimulate students' inspiration and activate their positive thinking, so as to creatively carry out scientific inquiry activities. Otherwise, scientific inquiry will become "passive water" and "wood without roots". In the preparation of materials, teachers should choose materials that can easily reveal scientific concepts, arouse students' interest in inquiry and adapt to students' inquiry ability according to the needs of inquiry activities. For example, in the seesaw class, we first ask students to prepare scissors, nail clippers and hammers. Secondly, I prepared a lever ruler, pliers, tweezers, hammer and other tools for my classmates. By discussing the use methods and personal experience of these tools, students learned that these tools are all the application of lever principle, and tweezers are laborious levers. In this activity, students learned about the application of leverage principle in life through exchanges and experiments, which laid a solid foundation for students to strengthen the connection between knowledge and real life.

3. Establish partners for cooperation, scientific collocation and exploration.

According to the constructivism teaching theory, students construct their own understanding of things. Because of the particularity of existing experience and cultural background, students' understanding of things will be different. Cooperative learning can make students see different aspects of problems, reflect or criticize their own and others' views, thus constructing new and deeper understanding, easily generating new problems, and at the same time enhancing students' collective concept and cooperative consciousness. Therefore, a cooperative group should be established before scientific inquiry, and students with different learning abilities, learning attitudes, learning interests, gender and personality should be divided into the same group to form a group of four or six people, so as to promote the cooperative learning group to form an atmosphere of "mutual assistance and cooperation within the group and competition among the groups". In scientific inquiry activities, each group carries out cooperative learning such as making plans, conducting experimental investigations, and discussing comprehensive opinions, * * * experiencing successes and failures together, sharing resources * * * and improving together. But at the same time, we should also pay attention to the reasonable collocation of boys and girls, the coordination of learning ability and personality characteristics, and prevent the phenomenon that students who think "I can do it" are getting worse and worse, and students who think "I can't" are getting worse and worse. Not only is the sense of cooperation not well cultivated, but the results of inquiry and inquiry ability are also polarized.

4. Carry out small-scale research and strengthen extracurricular learning cooperation.

Many contents in science textbooks are suitable for short-term, medium-term and long-term investigation, and teaching tasks cannot be completed in 40 minutes. In science teaching, teachers can determine several small research topics around a main topic according to the content of textbooks and students' reality, and use research-based learning methods and division of labor to improve students' initiative, research and discovery ability in learning science. For example, after learning the unit "Weather" in the last semester of Grade Three, we established the following research topics with the students: ① Observe the weather for a week or a month continuously and make records; What's the difference between weather and meteorology? ③ Collect the weather forecast of our city for one year, and analyze the differences of weather conditions in different counties and districts of our city in the same season according to relevant data; ④ What activities in human life have influenced the local weather; ⑤ What are the benefits of weather changes to people's production and life? What inconvenience has it brought? What measures have people taken to overcome the inconvenience? 6. What is a monsoon? ⑦ What do the colors in the "satellite meteorological cloud picture" in TV show respectively? Work out research plans with students, collect and sort out materials, conduct social research, debate, topic exchange (hold information conference), summarize and reflect, so that students can experience the process of scientific inquiry again in extracurricular activities and gradually improve their knowledge system. Through further exploration, discovery and experience, students initially learn to collect, analyze and judge information, which not only exercises students' ability to analyze and solve problems, but also cultivates students' scientific will, practical ability and inquiry ability.

Third, practical application, gain experience.

As long as a person has experienced the joy of success once, he will arouse the desire to pursue success many times. Scientific inquiry should pay attention to the process and students' "experience". Only when students participate in the inquiry process can they deeply understand the success, frustration, cooperation, doubt and challenge, truly explore science and truly realize that they can use their hands and brains. Even if the inquiry fails, it is also a fortune for students, and it also has important educational value, which makes students realize that "scientific research is not easy, and scientists are really amazing." For example, when studying the joint connection mode in the teaching of "joint", first guide students to guess and discuss the connection mode and contact similar structures in life, and then let students draw their own guesses in the form of stick figures. After such a gradual and in-depth exploration process, the students have a preliminary understanding of the joint connection model and initially tasted the joy of success, although this joy is somewhat unrealistic in their hearts. When the teacher shows the real connection mode of six joints, especially the three-dimensional joints, on the big screen with the skeleton model, the students have a clear judgment of what they have drawn through comparison, and have experienced the success of drawing correctly and the failure of drawing wrongly, and gained a correct understanding after thinking about the test on the basis of failure.

Students apply their knowledge and skills to real life, which is determined by the practical characteristics of natural science. In the process of application, on the one hand, students' knowledge and skills have been consolidated and improved; On the other hand, when students encounter difficulties, they must go all out, actively use their brains, and try their best to creatively use various conditions to solve difficulties, thus developing their abilities. For example, after studying the "Plant Separation" class, the students in the biological practice interest group took the opportunity of visiting the papaya base to practice the cutting technology of papaya, and at the same time learned the knowledge of maintenance, growth, transplanting, planting density and sunshine demand of papaya after cutting. It can be seen from this activity that students can consciously use the knowledge and methods they have learned to explore new problems in practical activities, which also reflects the importance of stimulating students' interest in inquiry.

Fourth, develop individuality and creativity.

"Education is a process of publicizing students' personality and playing a leading role. Education should make students become themselves, not others. "Guiding students to solve the same problem in different ways and from different angles can not only activate students' thinking and broaden their thinking, but also promote students to develop the habit of being good at seeking differences, which plays a decisive role in cultivating students' innovative ability. In the process of understanding knowledge, people are often used to thinking in a certain way. After a long time, they will have a mindset. Therefore, in the teaching process, teachers should create diverse thinking environments, improve the flexibility and broadness of students' thinking, seize the opportunity to create thinking situations in teaching, do everything possible to provide innovative materials and space for students, and ignite the innovation spark of "learning" with the fire of "teaching" innovation, so as to effectively cultivate the originality of students' scientific inquiry. In teaching, we must pay attention to protecting children's personality, and never use the so-called truth of adults to discipline children. Guide students to critically accept the achievements of predecessors, form ideas that are not only teachers, books, but also practical, constantly surpass themselves and gradually form the ability of self-development. In the teaching of electromagnets, when students explore the reason why the electromagnet's magnetic pole changes is related to the winding direction of the coil, most students take the method of rewinding, while Wang Jinming and Wang Yukun, two students in Class 5, Grade 6, directly pull out the iron core and insert the coil in the opposite direction, achieving the same learning effect. Doing so not only saves time, but also improves learning efficiency. For another example, after studying the influence of soil on plant growth, most students have a strong interest in planting plants after studying the characteristics of plant growth in different soils. Today, a student said to me, "Teacher, the potatoes I grow have two small potatoes, and they are still green.". "Tomorrow, another student will walk into the office with his leek seedlings and shout," Why are the leek leaves so thin! "there will be several observation diaries on my desk the day after tomorrow ... from these phenomena, the classroom teaching of primary school science has played the role of" a stone stirs up a thousand waves "

Five, guide reflection, timely evaluation

The evaluation of science classroom includes not only the evaluation of students, teachers and parents, but also the evaluation of society. Suhomlinski said: In teaching, students should be guided to carry out self-education. "Science Curriculum Standards" also points out: we should pay attention to students' learning process, pay attention to students' emotional experience, reflect diversity in evaluation and emphasize the promotion function of evaluation. Qingdao science textbook provides a broad space for evaluation, and the evaluation method and opportunity are very flexible: evaluation can be carried out at the end of teaching activities or throughout the whole teaching process; When evaluating, we should not only pay attention to the results of students' scientific inquiry activities, but also pay attention to students' performance in every link of the process; It is necessary to evaluate students' classroom performance as well as their preparation before class. We should not only evaluate students' papers or research reports, but also pay attention to students' methods of obtaining these achievements and their experiences; It is not only students' self-evaluation and mutual evaluation, but also teachers' evaluation and parents' evaluation, such as their research plans and ideas, their ability to collect and process information, and whether they show interest, responsibility, creativity and cooperation spirit in activities. It is a rare opportunity to evaluate students; A novel design scheme, a bold idea, an idea different from the textbook, a unique creative activity, an exquisite handmade opinion, a pleasant cooperation and a meaningful investigation are all great opportunities for students to evaluate. In fact, the teacher's evaluation is not only a language incentive, but also a teacher's look, a smile, a thumbs-up and a casual touch of the head, all of which are priceless compliments and an incentive to students. The effect of students' self-evaluation and mutual evaluation is also quite effective, which will make students feel that they have made progress and will make more progress in the future than now. The evaluation of students should also pay attention to mobilizing students' parents to participate, which will make students' progress more transparent, and students will feel that everyone is paying attention to him and caring about him, which will make him more confident, make progress faster, learn more and be more interested, and gradually improve his inquiry ability.

At the same time, teachers should also pay attention to the development and changes of students in all aspects, that is, after a period of time, constantly compare the performance of students in different aspects of scientific inquiry, so as to judge the growth and progress of students in this area, as well as the advantages and disadvantages, and clarify the direction of further development so that every student can develop healthily.

Mr Tao Xingzhi said that "teaching is for not teaching". The ultimate goal of teaching is to teach students to learn to study and explore independently, to help them establish the consciousness of lifelong learning, to cultivate the habit of autonomous learning, to experience the process of knowledge formation, and to obtain the methods of exploring and acquiring knowledge, so that they can handle things in life by themselves, correctly analyze and understand society, and to survive better. The outstanding feature of science teaching in primary schools is to guide students to "explore independently" and advocate "true feelings and personal experience". As a science teacher, we must stimulate students' interest in learning and guide them to truly explore science according to the teaching content and the age characteristics of primary school students.