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策略一:科学概念的产生和总结都是以生活生产为本源的,科学教学要为学生创设与科学概念有紧密联系的教学情境。例如,在《空气的热胀冷缩》一课中,我用生活化的实验导入新课:在空饮料瓶中装满热水后让学生摸一摸,感觉一下温度(热),看一看它的形状。并让学生猜测把热水倒出后,拧紧瓶盖瓶子会怎样?(瓶子瘪了,变形了),并尝试解释原因。通过学生的猜想引入本课探究内容,并提供分组实验材料请同学们设计一个试验方案证明自己刚才的假设。这时候学生的学
Strategy One: The production and conclusion of scientific concepts are based on the production of life-based, science teaching for students to create science concepts are closely linked to the teaching situation. For example, in the lesson of “Expansion and Contraction of Air,” I used a life experiment to introduce a new class: letting students feel after filling hot water in an empty beverage bottle, feeling the temperature (heat) Look at its shape. And let the students guess the hot water poured, tighten the bottle cap what would happen (bottle flat, deformed), and try to explain why. Through the students’ conjectures to introduce the content of this course, and provide grouping of experimental materials, please design a test program to prove their own assumptions. Students learn at this time