How primary school science teachers prepare for science lessons

The primary school science teacher teaches some physics experiments, as well as some physical chemistry knowledge, which are very basic knowledge.

Teacher is also a profession that has existed since ancient times, referring to a person who imparts knowledge to students, and there are various types of education (preschool teacher, elementary school teacher, junior high school teacher, university teacher, etc.).

Teacher's morality and style

On December 16, 2019, the Ministry of Education held a press conference, and the person in charge of the Department of Teacher Work pointed out that it is necessary to pay attention to daily management and integrate the requirements of teacher ethics and style into all aspects of teacher management.

In the recruitment and introduction of teachers, assessment and evaluation, daily supervision and punishment of violations, strict requirements for teacher ethics and teacher style, and highlight the first standard of teacher ethics and teacher style.

Teacher ethics assessment focuses on the restraint and reminder of teachers' behavior. Complete systems for inquiring into teachers' employment and systems for restricting the teaching of persons who have violated the law and committed crimes, and prohibit teachers from teaching for life for those who have serious violations.

Primary school science teachers usually add some physics experiments. There is also some knowledge of physical chemistry, which is very basic knowledge. and scientifically and correctly reflect the nature and laws of the world, and so on.

Primary science teaches physical science, life sciences, earth and space sciences, and technology and engineering.

Primary Science (Grades 3-6)" describes: from the perspective of theoretical research, this project is based on a large number of domestic and foreign literature research, questionnaire surveys and on-site observations, the concept and types of learning, the definition and types of learning, and the basic principles of promoting learning in subject teaching

A more systematic theoretical viewpoint was put forward in the evaluation of learning, and it was synthesized into a "three-dimensional theory of learning". The core idea of this theory is: to oppose rigid and narrow understanding and learning, to advocate the analysis of activities from the three perspectives of object, purpose and method, and to advocate the diversification of learning forms.

From the perspective of applied research, under the new curriculum structure system, the project has initially established a teaching and research team of the main disciplines of primary school, junior high school and high school, and carried out preliminary research on the implementation and evaluation points of learning in various disciplines from the aspects of object and content, purpose, method and form, etc., and carried out the first learning and teaching experiment more systematically, and accumulated a large number of learning teaching examples and teaching design schemes.

From a practical point of view, the experimental schools of this project are actively exploring the methods and measures to establish a school support system for learning from the aspects of teacher training, curriculum resource development and utilization, teaching and scientific research, teaching evaluation, etc., so as to provide effective support for teachers and students to carry out learning and teaching experiments. This work needs to be further advanced.

This series of books is one of a series of research results of this project, which brings together the best examples of learning and teaching in the main subjects of primary, middle, and high school in the new curriculum structure. Different from the traditional teaching examples in China, the teaching examples organized in this series are not written in the form of teaching records of teacher-student dialogues, but in the form of documentary teaching narratives.

In this kind of documentary teaching narrative, the teacher uses the first person or the third person to describe the design ideas, implementation process, effects and experiences of himself or others in a teaching example.