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在几年的教学中,我一直谨记“教学的中心是学生”这一原则,尝试打造完全属于学生的科学课。不过,现实和理想往往会产生碰撞。困惑一:都是“副科”惹的祸科学教师作为传统意义上的“副科”教师,其尴尬的地位让课堂高效成为一纸空谈。初教科学时,我接手的是六年级。为了让学生学好科学,我充满热情,扎扎实实地备好每一堂课;不断地看相关书籍、视频来了解小学生的心理特点;尽可能让课堂充实有趣,尽可能地让学生来主导课堂;全力准备需要进行的实验。尽管如此,大多数学生仍然对科学这门“副科”不屑一顾。因为科学课不需要传统意义上的纸笔考试,也不是升
In several years of teaching, I have always kept in mind that the principle of “teaching is centered on students” tries to create a science class that is entirely student-centered. However, reality and ideals tend to collide. Puzzled one: all “science ” troubled science teacher as the traditional sense of “associate professor ” teacher, its awkward position to make the classroom efficient as a piece of paper talk. Primary science, I took over the sixth grade. In order to make students learn science, I am passionate, well prepared for each class; continue to read the books, videos to understand the psychological characteristics of primary school students; as much as possible to enrich the classroom fun, as much as possible for students to lead the classroom; full Prepare the experiment that needs to be done. Despite this, most students still dismissed science as the “science”. Because science class does not need the traditional paper and pencil test, nor is it promoted