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笔者发现,小学科学课中的许多实验,学生在学习之前就已经知道大概原因了,有个别学生甚至对实验将会发生的现象、产生的结果等知之甚多。在实际教学中教师如果能很好地利用这一点,则可以使实验教学开展得更深入;但如果教师忽视这点,那实验操作将会变得很“无趣”。笔者认为,学生知识量的增加应该成为提高教学的一个有利因素,关键在于教师如何去利用。笔者现以三年级科学“使沉在水里的物体浮起来”一课为例,谈谈这一类实验的操作策略。
The author found that many experiments in primary science class students already knew about the probable causes before they were able to learn. Some students even knew a great deal about the phenomena that experiments would take place and the results they produced. In practical teaching, if teachers can make good use of this point, they can carry out the experimental teaching more deeply; but if the teacher neglects this point, the experimental operation will become “boring”. The author believes that the increase in the amount of knowledge of students should be to improve teaching a favorable factor, the key lies in how teachers to use. The author is now the third grade science “so sink in the water objects ” lesson as an example, talk about the operation strategy of this type of experiment.