Awareness and understanding of the science curriculum in primary schools

In primary school, science classes learn scientific knowledge, cultivate students' scientific literacy, stimulate students' interest in the world, and take science as a basic curriculum from the first grade of primary school.

The nature of the science course is positioned as follows: the primary school science course is a science enlightenment course with the purpose of cultivating scientific literacy; Its basic philosophy is: to comprehensively improve the scientific literacy of each student as the core; Its objectives include:

Science**, Emotional Attitudes and Values, Scientific Knowledge. In short, science has been strengthened, and emotional attitudes and values have become explicit.

Scientific classification

Modern science is usually divided into three main branches, the natural sciences (e.g., biology, chemistry, physics, etc.), the social sciences that study individuals and societies (e.g., economics, psychology and sociology), and the formal sciences that study abstract concepts.

e.g. logic, mathematics, computer science.

But there is disagreement as to whether formal sciences really constitute a science because they do not rely on empirical evidence. In addition, disciplines that use existing scientific knowledge for practical purposes such as engineering and medicine are known as applied sciences.

Science is research-based and is usually conducted in academic or research institutions as well as ** institutions and companies. Scientific research influences the science policy of businesses and countries through the development of commercial products, armaments, health care products and environmental protection.

Understanding the New Primary Science Curriculum Standards: As far as science is concerned, how to accurately understand the core of the new curriculum standards is a new problem. The previous syllabus divided the objectives into three major areas, namely, knowledge, ability, and scientific attitude and scientific spirit.

In general, teachers first consider how to achieve the goal of knowledge, and then take into account the content of ability and scientific spirit on this basis. In this way, the past nature lessons will always form some conclusive knowledge at the end of the lesson, which will eventually serve as the basis for evaluating the teaching and learning of teachers and the strengths and weaknesses of students. The new curriculum standards place an emphasis on science first and foremost when targeting them.

What is science**? Accounts differ and opinions vary. But there is one thing that is basic, that is, science should first be a process, this process includes several basic links, and in the whole process are emphasized such as scientific emotions, attitudes, values, etc.

In this way, the objectives of the course are very different from the previous ones. If the teacher still holds the same idea of what kind of conclusion should be formed in the first place, it will certainly run counter to the new requirements. In the past, when I was in class, the procedures were well organized, the students followed the steps, and the final conclusion was beyond reproach, but when I measured it with the ruler of science, it was full of loopholes.

Because students have learned this lesson, they may not know what science is and how to do it. In the implementation of scientific goals, mechanical comprehension and patterned implementation make the classroom seem very rigid. Therefore, it is an urgent task for us to accurately grasp the core of the new curriculum standards in teaching, without being disturbed by many superficial phenomena.

The difference between the surface and the core of the new curriculum standards, as well as the changes in the basic orientation reflected in the teaching objectives. I believe that in teaching and research work, we should strive to solve the following problems: We should earnestly solve the problem of using teaching materials instead of teaching teaching materials.

Teaching with textbooks requires teachers to raise awareness of the multifaceted goals of the science curriculum and the wisdom to identify the potential of knowledge lessons: what knowledge can be learned beyond the value of knowledge itself. The goals of science education encompass many aspects of science literacy:

The education of scientific knowledge, scientific method, scientific spirit, scientific attitude, emotion and values, the latter ones are reflected in the teaching materials is limited, and they depend to a greater extent on experiencing and experiencing various science-related activities. At the same time, it cannot be done separately from the relevant knowledge. In the process of teaching knowledge, we teachers must organically combine the education of scientific methods, scientific attitudes, emotions and values, so as to fully realize the educational function of science courses. Encourage students to learn science by using their hands.

From an operational point of view, it is mainly necessary to do a good job in two aspects. The first is to provide conditions or create situations for them to repeatedly practice their scientific skills in diversified activities, continuously accumulate their scientific knowledge, and gradually form correct scientific attitudes and concepts.

Elementary schoolBranchCurriculum, elementary schoolBranchLearn textbooks and elementary schoolBranchLearnTextbooks complement each other.

Textbooks, also known as textbooks, are teaching books that are compiled according to curriculum standards and systematically reflect the subject content, mainly composed of table of contents, texts, exercises, experiments, diagrams, notes and appendices.

Textbooks are the concretization of curriculum standards, usually divided into units or chapters according to the academic year or semester, and the texts are the main part of the textbook and an important symbol to measure the basic education level of a country or region.

Teaching books written in accordance with the requirements of the curriculum standards. Also known as textbooks and textbooks. It can be divided into three categories: primary school textbooks, middle school textbooks and college textbooks.

The content of textbooks in colleges and universities is relatively in-depth and has high academic reference value, and is often valued by various libraries.

Textbooks generally comprehensively summarize and systematically expound the existing knowledge and achievements of a certain discipline, and rarely make new explorations and put forward one opinion, and should have the characteristics of comprehensive, systematic and accurate.

The basic concepts of the primary science curriculum are as follows:

1. The teaching of science classes in primary schools should be centered on the core. Cultivate students' awareness of science, let students dare to be the first, combine students' real life, and make students happy.

2. Experimental teaching should be strengthened in the teaching of science classes in primary schools. Experiments can stimulate students' interest in learning, experiments can promote the improvement of students' abilities, and experiments can enable students to effectively master knowledge.

3. Primary school science teaching should strengthen the integration with modern educational technology, integrate information technology into the teaching of primary school science classes, make full use of information technology means, and apply text, images, sounds, animations, and even three-dimensional virtual reality and other information to the production of courseware.

Enrich the teaching capacity, enrich the teaching content, make the teaching methods more diverse and flexible, stimulate students' interest in learning, cultivate students' creative ability, and fully reflect the advantages of information technology in primary school science teaching.

4. The science curriculum should be open to all students; Student verification is the main body of scientific learning; Scientific learning should be the core; The content of the science curriculum should meet the needs of both society and students; Science courses should be open-ended; The evaluation of science courses should promote the formation and development of scientific literacy.

5. Science, Technology, Engine, and Mathematics (MATH) STEM is a project-based learning and problem-solving-oriented curriculum organization. It organically integrates science, technology, engineering and mathematics, which is conducive to the cultivation of students' innovation ability. Science teachers can try to apply it to their own teaching practices.

1. The teaching of science classes in primary schools should be centered on the core. Cultivate students' awareness of science, let students dare to be the first, combine students' real life, and make students happy.

2. Experimental teaching should be strengthened in the teaching of science classes in primary schools. Experiments can stimulate students' interest in learning, experiments can slowly promote the improvement of students' abilities, and experiments can enable students to effectively grasp knowledge.

3. Primary school science teaching should strengthen the integration with modern educational technology, integrate information technology into the teaching of primary school science classes, make full use of information technology means, and use text, images, sounds, animations, and even three-dimensional virtual reality and other information to make courseware production, enrich teaching capacity, enrich teaching content, make teaching methods more diverse, more flexible, stimulate students' interest in learning, cultivate students' creativity, and fully reflect the advantages of information technology in primary school science teaching.

1. The teaching of science classes in primary schools should be centered on the core. Cultivate students' awareness of science, let students dare to be the first, combine students' real life, and make students happy;

2. Experimental teaching should be strengthened in the teaching of science classes in primary schools. Experiments can stimulate students' interest in learning, experiments can promote the improvement of students' abilities, and experiments can enable students to effectively master knowledge.

3. Primary school science teaching should strengthen the integration with modern education technology, integrate information technology into the teaching of primary school science classes, make full use of information technology means, and apply a variety of information such as text, images, sounds, animations, and even three-dimensional virtual reality Sakura Rock to the production of courseware, enrich the teaching capacity, enrich the teaching content, make the teaching method more diverse, more flexible, stimulate students' interest in learning, cultivate students' creative ability, and fully reflect the advantages of information technology in primary school science teaching.