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本文作者通过对《空气在哪里》和《溶解》两课教学的分析,发现在有的课堂中放手让孩子们自己动手去做,孩子们往往关注自己的玩,却没有目的和方向,等玩够了还不知道自己干了什么,汇报时也只是一些简单的方法,“不用说培养学生的创新能力了,连最起码的探究方法都没有学会。”(见本刊2006年第11期)陈老师认为,在教学中必须强调“先动脑、再动手”。要有效地解决这一问题,对于三年级接触科学课不久的学生来说,就特别需要教师的扶,然后再逐渐放开。比如先在小组内设计实验方案,在不断质疑过程中完善实验过程,为学生顺利实验奠定基础,真正实现让学生先动脑、再动手。在一次借班上课的经历中,作者发现落实这一想法并不很容易,在经过深入思考后,作者提出:可以尝试把这个目标在不同年级加以分解,进行有所侧重的练习。这一想法是否合理、可行,还需要实践的检验。我们欢迎老师们对本刊文章进行类似的深入讨论与思考,真正解决教学中遇到的问题。
Through the analysis of “air where” and “dissolve”, the author finds that in some classrooms, letting go of children to do their own thing, children tend to focus on their own play, but without purpose and direction, and so on. Enough not yet know what they did, the report is only some simple way, “Needless to say that cultivating students’ ability to innovate, and even the most basic methods of exploration have not learned. ” (See article 11 Period) Chen believes that in teaching must emphasize “first brain, then hands ”. To effectively solve this problem, special support is needed for teachers who are in contact with science classes in the third grade soon, and then gradually released. For example, first in the group to design experimental programs, constantly improve the experimental process in the process of questioning, to lay the foundation for students to smooth the experiment, to truly allow students to brains, and then hands-on. In a class-based experience, the author found it hard to implement this idea. After much thought, the author put forward the following: You can try to break this goal at different grades and conduct focused exercises. This idea is reasonable and feasible, but also the test of practice. We welcome teachers to carry out similar in-depth discussions and reflections on our articles so as to truly solve the problems encountered in teaching.