How to guide students to do small experimental research before and after class

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 showed the real connection mode of six joints, especially the three-dimensional joints, on the big screen with the skeleton model, the students got a clear judgment of what they drew through comparison, experienced the success of drawing right and the failure of drawing wrong, and gained a correct understanding after thinking about the test on the basis of failure.