How to do a good job in the integration of science class and Chinese class

Knowledge is an organic whole, so is learning and teaching. As far as science teaching in primary schools is concerned, it is a very comprehensive course, involving astronomy, geography, chemical physics, biology and so on. Therefore, it is not an independent subject. In years of teaching, I found that if science is integrated with other disciplines and the internal relations between disciplines are deeply explored, it will have a far-reaching impact on science teaching and science teaching will become colorful. It can not only enhance students' awareness of inquiry and innovation, but also cultivate students' comprehensive ability to use knowledge, stimulate students' enthusiasm, broaden their knowledge, enhance their practical ability and cultivate their scientific literacy. Then let students love science, learn science and apply science.

In the teaching process of the new textbook Science, experimental teaching almost runs through the whole teaching process, which directly affects the teaching effect. Therefore, it is very important to do a good job in experimental teaching. It is very difficult for teachers to combine the requirements of the syllabus and grasp the connection with other disciplines. Science class involves a wide range of knowledge, which not only requires teachers to have professional literacy, profound knowledge, strong experience and methods, but also the ability to integrate teaching materials. For example, the integration of Chinese and science, Chinese teachers must have rich scientific knowledge to support. If science teachers want to give students a science class with literary charm, they must also have a solid basic knowledge of Chinese.

Primary school science and Chinese seem to have nothing to do, but a careful comparison will reveal that many texts in Chinese textbooks are similar, all related to the content of science classes. If these contents are integrated, it can not only strengthen the connection between disciplines and cultivate students' comprehensive ability, but also effectively improve teaching efficiency, optimize teaching effect, realize the mutual supplement and promotion of the two courses, avoid the overlapping use of teaching resources and let teachers waste less time. I often communicate and discuss with Chinese teachers of all grades. Starting from the teaching objectives and teaching design of the two subjects, I look for the internal relationship between Chinese and science, explore ways and methods for science and Chinese to complement each other in knowledge points, teaching content and student development, and integrate curriculum resources as much as possible. If we can successfully combine science and Chinese organically, we can get twice the result with half the effort in the teaching of these two subjects.

First, make full use of Chinese knowledge in science class.

For example, when I was teaching the lesson "Spreading seeds to far places" in the fourth grade "Flowers, Fruits and Seeds", I made full use of the lesson "Plant mother has a way" in the Chinese textbook to interpret this problem. First of all, I use the first paragraph in the Chinese textbook to introduce the theme. When I grow up, I will say goodbye to my mother and live in the world. Cattle and horses have feet and birds have wings. How do plants travel? The throwing of this question immediately attracted children's discussion. After previewing the text, many children can tell how seeds spread: seeds can spread through wind, elasticity, water power and animals. Then I asked the children to read the article aloud. When I read "Mother Dandelion prepared a parachute and gave her a doll. As long as there is a slight breeze, the children will set off in the wind. " Here, everyone said in unison that it was with the help of the wind; Read on: "Mama Xanthium has a good idea. She dressed her children in barbed armor. Children can go to fields and valleys as long as animals' fur is hung. "At this time, careful children can find that this is spreading seeds with the help of animals; There is a paragraph behind, "Mother Pea has a better idea. She sunned the pods. Bang, the pod exploded and the children jumped away from their mother. "This is with the help of elasticity. Of course, with the help of the knowledge behind multimedia expansion, the whole problem will be solved. By reviewing Chinese knowledge, children will soon be able to master the method of spreading seeds by plants. Here, Chinese knowledge is of great help to the content of this lesson.

Second, expand the application of scientific experiment teaching in Chinese classroom

There are beautiful pictures and short and pithy introductions in front of each unit of the science book, which are all scientific. For example, in the fourth grade, we care about the weather and the wind direction and breeze.

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Speed ",let the children supplement and then read aloud, inadvertently found that all the children have become little poets, and the words are accurate and vivid, and they also applied common things in life to poetry. The original poem goes like this: "Have you ever seen the wind? You haven't seen it, nor have I, but I know that when the branches shake, the wind passes by. " The children added, "Have you ever seen the wind? You haven't seen it, and I haven't seen it, but I know that when colorful flags fly, the wind passes by "; And: "Have you ever seen the wind? You haven't seen it, nor have I, but I know that when the grass nods to us, the wind is passing by. This not only cultivates students' language sense, but also cultivates students' imagination and creativity. It also integrates China knowledge into life and finds that scientific knowledge is in our daily life. As long as you work hard, you will get something.

Third, science and language resources complement each other.

The science class attaches great importance to "observation and recording". Observation is the basis of thinking, and recording is the reproduction of thinking. Observation and recording need a solid language foundation as a support. If science and Chinese are often organically integrated, we can achieve Chinese in science, infiltrate science into Chinese and promote students' all-round development. In science teaching, I often let students go through the inquiry process of "guessing-assuming-experimental demonstration-drawing conclusions and applying them", incorporate more China elements, and pay attention to cultivating students' language expression ability. In the whole learning process, I guide students to have a standardized language expression thinking process, such as the operation method of the experiment, the filling of the experimental record sheet, the explanation of the experimental principle, the reasons for the unsuccessful experiment and so on. Students often master scientific knowledge and improve their writing level. Therefore, I ask students to combine various experiments such as "pendulum research" and "whether air occupies space" with Chinese, and to combine scientific and rigorous attitude with Chinese expression ability. Because these experiments are close to life and can stimulate students' interest, students can also use them as writing subjects. For example, I am teaching 1. I can observe small animals carefully and describe the observation results with words and pictures. 2. Be able to carry out some simple inquiry activities around small animals. From the perspective of Chinese class, we can summarize the characteristics of small animals and inspire students to protect small animals. Before preparing for this activity, I asked the children to keep a small animal that they wanted to study most, and then kept an observation diary regularly every day to record the growth process of the small animal. Of course, there are also some children who are unsuccessful in raising. I will help them sum up the experience of failure, and then write out the experience and communicate with each other. Through this series of activities, they have further mastered the characteristics and living habits of various animals and inspired their love for animals. At the same time, they also developed their oral expression ability. From the perspective of Chinese, this course revolves around the main line of understanding animals-loving animals-protecting animals. Students' cognition has gone through three gradual processes: knowing-understanding-liking. In the activity, students' understanding ability, observation ability, thinking ability, creative thinking ability and language expression ability were cultivated, which helped students to establish the idea of caring for animals and collected materials for future exercises. Many times, after I organize students to carry out scientific experiments, the Chinese teacher arranges compositions. After many attempts, I found that students were more interested in scientific experiments, described and recorded the experiments in detail, and analyzed the experimental results more appropriately. Teacher China feels the same way. Students have rich experience and more writing materials. Written composition is more vivid, more organized and more accurate. Scientific activities should move from classroom to extracurricular, and broaden our scientific education channels. Chinese is the mother of science, mathematics is the father of science, art is the soul of science and sports is the root of science. Realize the integration and all-round development of disciplines. I believe that through the full cooperation of our science teachers and Chinese teachers, we will certainly be able to hear science classes with literary charm and Chinese classes with scientific interest. May children learn to observe carefully, experiment rigorously, explore the infinitely beautiful world of science with vivid and interesting language, become people who accept both arts and sciences, let students firmly grasp knowledge in an intuitive and relaxed environment, and greatly stimulate their interest in learning.