Materials for the exchange of teaching experience of science teachers in rural primary schools

It can be measured from the following three aspects. 1. Be unique. Ideas determine the way out, ideas determine actions, and ideas determine results.

To see whether a region, a unit, or a person's work is distinctive and innovative, and whether the experience is worth summing up and promoting, we should not only look at "good ideas" and "good ideas", but also see whether they have good work ideas. The distinctive ideas are mainly reflected in four aspects: First, creativity.

The idea should be able to creatively implement the major policies and main spirit of the superiors, which is the extension and deepening of the intentions of the superiors, and it fully embodies the spiritual essence of the major policies, but it is not based on the gourd to draw the scoop, according to the book, copy and transfer, nor is it a simple and mechanical implementation of the requirements of the superiors. A good idea should be to have unique insights in comprehensive implementation and explore and innovate in serious implementation. If the idea is a comprehensive copy of the requirements of the superiors, and the whole copy is made, there is no "typical" to speak of, let alone "experience" to talk about.

Of course, the way of thinking should not deviate from the requirements of the superiors and do another set, which will become a "negative model". The second is pertinence. The way of thinking should be able to effectively solve the problems that the local unit urgently needs to solve, open up the work situation, change the passive or backward situation, and open up an effective way to complete the task and achieve the goal of struggle.

Ideas that are not marginal and useless cannot be regarded as "typical". The third is universality. The idea should not only have unique insights, innovation, and practicability, but also have universal significance, which can guide the general work, and is a good countermeasure and a good way to do similar work and solve similar problems.

1. Teaching activities are conducive to promoting students' scientific development and promoting students' development.

For example, in the study of the unit of "Food", the content of this unit is closely related to the life of students, and often the things that are exposed to every day are easy to be ignored, they do not pay attention to and participate in family affairs, so few students will take the initiative to study the nutritional problems of food, according to the analysis of students' original experience, before class, I will assign students to make a survey record of the food they eat for a week, and design the best recipe by themselves, on the one hand, I want students to generate the questions they want to study through the survey records; On the other hand, it is to provide a source material for classroom research, closely link the problems of classroom research with the vital interests of students, and make them have a strong desire. In this way, starting from the life of students, it is in line with the childlike innocence and childlike interest of children, and provides students with a lot of opportunities for personal experience, prompting them to participate independently, actively explore, and gain something in participation and exploration.

At the same time, it organically combines first-class learning, experiential learning, cooperative learning, and independent learning to promote the diversification of students' learning methods. At the same time, in the process of the activity, students have cultivated the scientific spirit of respecting facts, having the courage to explore and question.

Second, the teaching content should be flexible and open.

For example, when teaching the lesson "Protecting Our Digestive Organs", I learned from the children's rhyme that my students are familiar with: "People have two treasures: ......Introduction, resonate with students, let students understand the external organs of the human body, and then use more than ** courseware to let students know the name and location of the internal digestive organs, after that, I did not simply prompt the journey of food in the digestive organs, but let the students taste the food prepared by the teacher, and then let the students take out the stethoscope to listen to each other, let the students experience the mystery firsthand, and finally let the students guess by themselves, observe the food digestion flow chart, and understand the changes that occur in the body. It was a boring class, but I made it easy and enjoyable for the students to actively participate.

Observe, verify, and allow students to participate and experience first-hand. Summarize and expand, and let students take the initiative to explain. Making science textbooks come to life is conducive to stimulating students' interest in learning, stimulating students' desire to participate, and is conducive to the cultivation of first-class activities, as well as the cultivation of first-class ability and scientific literacy.

Thus some of the characteristics of Science are reflected. When using the teaching materials, the differences between students in the living environment, experience background, personality characteristics, etc., are fully considered, and more opportunities for students and teachers to choose and innovate are provided in many aspects such as learning content, teaching activities, design and production, and comprehensive evaluation. It is not like the nature textbook in primary school, the content is very fixed, the experimental process and method are very monotonous and unchanged, but it is quite flexible, the teacher can adjust according to the actual situation of the school and students, and the students can also have more space for self-exploration and innovation, therefore, I think it is necessary to use flexible and open teaching materials.

Elementary school students do not have a long attention span and do not actively learn science, so they need to start from their interests and should also consider science.

Tolerance of simplicity and their receptivity.

Start with things you come into contact with in your daily life, such as the size and color of the sun at sunrise on a sunny day compared to noon. changes in the phases of the moon; the change of seasons; Wait a minute. Guide students to get in touch with nature and develop their observation skills.

Gradually, they are induced to do some simple experiments, such as measuring the length of a book with a meter ruler and calculating its area; Pulse rate at rest and after exercise was measured with a stop meter; Weighing the mass of an object with a human scale, etc.

After students have completed an observation or experiment, they should be asked to verbally describe the phenomenon they saw or the ,.. of the experimentTheir achievements should be affirmed in a timely manner to give them a sense of satisfaction.

Little by little, they develop the habit of describing phenomena and experiments verbally accurately and concisely, and then guide them to express in written language the phenomena they see or the experiments they do.

Once students are able to actively observe natural phenomena, conduct experiments regularly, and express them in writing, they have the interest and enthusiasm to learn science. Encourage and maintain this interest and enthusiasm in them, and make it a habit, and the work of scientific enlightenment is basically complete.

Children should be given room to fantasize.

That's right, what about the theme, it's so empty, huh?

Science Experiment for Elementary School Students - How to Make a Rain Gage and Measure Rainfall at Home.

1. Help students get rid of the fear of being ridiculed.

Bai 2 Combined with the "good habits du bank" to give appropriate rewards, with tangible evaluation to motivate students to actively participate in the whole process of learning, and enthusiastically raise their hands to speak.

3. Encourage more and criticize less in class.

4. Create a good teaching situation, trigger the psychological needs of students' learning problems, and let students participate in learning unconsciously.

5. Appropriately add some topics with a lot of thinking for students to think, argue and discuss.

There must be majesty for students, and you must not be stupid for students with hippie smiley faces, elementary school students can think of what you can think of in one step, and it takes dozens of steps for them to think of So you usually have to learn to break down your mathematical thinking and logical thinking.

Copying the lesson plan is not as good as using Grandpa Mao to solve it, handwritten lesson plans, just dozens of chopsticks and two books per semester, there are a variety of handwriting and textbooks to choose from, and there are hand-copied lecture records and work summaries of teachers in various subjects Of course, it is in Ma Yun's **, Search shop name: I love your handwritten lesson plan.

Classroom Teaching Effectiveness of Science in Elementary and Secondary Schools Teaching through games. Teachers should smile more and be closer to the students so as not to be embarrassed. Find more topics that students are interested in and avoid rigid dogma.

Give students the freedom to think. Generate students' interest through real-life examples and let them discover problems from life.

For example, in the lesson "Simple Circuits," the teacher asks the students, "Can you use the materials on the table to make the small electric beads light up?" Express the methods and results of each experiment on a blank piece of paper with drawings or words, and see who has more methods to experiment and fewer failures!

In this way, the students' curiosity is satisfied, and at the same time, their sense of innovation is stimulated.