First, according to the new curriculum standards, prepare teaching materials. Textbooks are the important basis for teachers to carry out teaching activities, the main source for students to acquire knowledge, and the basic conditions for successfully completing teaching tasks. It is also an important resource for students to learn and an intermediary for communication between teachers and students. Making full use of teaching materials and implementing creative teaching are the basic ideas of the new curriculum. We say: teachers are the developers of courses, and it is an unshirkable responsibility to study the value of teaching materials, and the value of teaching materials lies in its generation. As a teacher, instead of delving into textbooks, he just clones the ready-made ideas in books and reference books, and that is just to be a lifelong teacher. In order to reach a higher artistic level, teachers must develop the habit of self-constructing knowledge, that is, using the knowledge background provided by books and the explanatory views explained by teachers to generate new knowledge. Research textbooks should be considered from two aspects: knowledge and humanity. Knowledge includes knowledge contained in science and knowledge extended after class. Humanism is from the perspective of cultivating students' scientific literacy. When compiling textbooks, we should understand the main ideas of the new curriculum, learn the new curriculum standards of scientific teaching, understand the characteristics of textbooks as a whole, grasp the system structure of books, analyze the new curriculum standards, master the basic contents and teaching requirements of textbooks and grasp the main line by learning the new curriculum standards.
Second, prepare the teaching materials for each class. One of the characteristics of the new textbook is basic, rich and open. That is, the teaching content is basically rich, and the presentation form is rich and open. Therefore, when preparing lessons, we should carefully explore the resources of each lesson in the textbook, present rich and colorful perceptual materials as far as possible, and leave some room for students at different levels to think. The specific methods are as follows: when preparing the teaching materials for each class, we must determine the teaching objectives and know the key points and difficulties of teaching. In order to achieve the predetermined goals in teaching, highlight the teaching key points and help students break through the difficulties smoothly, teachers should make full preparations: one is information storage, and the other is information storage. At the same time, we should also consider what knowledge points need to be added and the equipment and resources needed in teaching. How can teachers guide students to explore without delving into textbooks and previewing a lesson? For example, the last unit of Class 12 in Senior High School, classification, is divided into two parts to carry out inquiry activities. The first part, guide students to know what classification is; In the second part, let students know the method of scientific classification, and ask a question on page P56 of the text: Can you find out the characteristics of this marine life? In order to guide students to discuss this problem, teachers should first understand the activity structure implied by the author when arranging this content. One * * * is divided into four parts: 1, and various characteristics of family members are found. 2. Identify the same characteristics of family members. 3. Identify similar marine life with the same characteristics. 4. Draw a new family member according to the same characteristics. In preparing lessons, I use these four directions to analyze and understand. No matter how I analyze it, I just can't determine the correct answer to this question, because I can't find the answer in the reference book. How can we guide students to learn without a bottom? Later, I consulted a lot of materials and finally found the correct answer in the book "Introduction to Science Education in Primary Schools". In a word, all these sea creatures have six feet pointing in the same direction. Surprisingly, this question in the original textbook was moved from this book.
Third, prepare students' pre-concepts. What is the pre-concept of students? -Before guiding students to learn this lesson, teachers should know students' existing knowledge, experience, skills, skills and emotional attitudes in advance. In a word, it is what we call the basic situation of students, "for the development of every student", which is the purpose of this new curriculum reform. Under the guidance of this educational concept, it is urgent for our teachers to change their previous educational concepts and behaviors, respect students' individuality, pay attention to individual differences, and meet the learning needs of different students in the classroom. Second, truly "student-oriented" in the classroom, so that the concept of the new curriculum can be truly implemented in the daily classroom. When preparing lessons, we should understand the age characteristics, learning foundation, learning interest, life experience, skills and learning attitude of students. Knowing the overall situation and individual differences, we can analyze which knowledge points are easy for students to master according to their previous scientific learning level and ability, so that such knowledge points only need to be contacted, otherwise we need to focus on guidance and further exploration, and group them by analyzing students' differences. In the group, students with strong hands-on ability, strong organizational ability and strong language expression ability should be specially arranged as team leaders, so that they can lead the whole group to participate in exploration and discussion activities. Why should we fully tap students' pre-concepts? There are five points in the basis: 1, and the constructiveness of knowledge: knowledge is known to affect learners' learning through the interaction between old and new experiences. 2. Complexity of knowledge: knowledge cannot be packaged in a ready-made way, spread or copied. 3. Sociality of knowledge: learning * * * with rest (teachers and students * * * with constructive knowledge). 4. Meaningful learning: Emphasize students' understanding of the world. 5. Students' pre-concept is the growing point of educational activities. The methods used include: using pre-concept strategy to make a diagnostic evaluation of students before learning, and exchanging views on something or something through usual activities and questions. Teachers analyze students' pre-concepts, and refer to curriculum standards to determine the pre-concepts to be changed. When you thoroughly analyze students' pre-concepts, you should consider the teaching design of each unit and each class. For example: Unit 3, Book 2, Grade 3: Solid and Liquid. Unit (1) Content: How to understand it? The ups and downs of solid, soft, hard, transparent, light and heavy shapes … list the characteristics of known liquids. Do experiments (recalling what you have learned before): study the nature more. Compare the mass of the same volume of liquid. Study the velocity of different liquids. Study the shapes of different liquids on wax paper. Conclusion: The more methods, the more cognitive essence.
Fourth, prepare the inquiry materials for each class. Bruner has a famous saying: "If the content of any subject appears in the form of wisdom, then it can be effectively taught to children of any age." Although not absolute, as a science teacher, he knows that science is the carrier of constructing experiments. Because of the great cognitive differences among primary school students, only with the help of intuitive and vivid things can we truly understand the characteristics of the essential attributes of things and promote students to transform abstract thinking into thinking visualization. What is thinking visualization? Expressing what you think in the form of pictures is actually a construction mode and a process of advanced transformation for students. In the process of using new textbooks, a lot of homework is to train students to visualize their thinking. Therefore, teachers should carefully prepare the materials for inquiry activities before class, not only carefully, but also carefully selected. For example, in the experiment of color crystal separation, it is very important to choose branches. If we randomly make a branch, the experimental results will not be ideal. In this experiment, students should be prompted to choose branches with many branches, and the result will be beautiful. For another example, in the fluctuation experiment of liquid, we should not choose the ones with similar colors, but the ones with strong color contrast. After the experiment, the effect of these liquids will be very obvious, bright and beautiful.
The preparation of teaching strategies (methods) for verbs (abbreviation of verb) The famous American educator Bruner pointed out: Teaching students to learn any subject is by no means to instill some fixed knowledge in their minds, but to inspire students to actively acquire and organize knowledge. Instead of teaching students to make an active bookcase, teachers should teach them how to think, how to study and analyze historical materials like historians, and let them sort out their knowledge from the process of seeking knowledge. Therefore, teaching methods are very important. Teaching methods include both teachers' teaching methods and students' learning methods. The commonly used strategies in science teaching are: questioning, group discussion, group communication, collective communication, analysis and summary, observation, demonstration, inquiry, hypothesis verification, demonstration, mutual evaluation, experiment design and knowledge expansion. Teachers must design appropriate teaching methods according to teaching materials and students' needs, and the designed teaching methods must be open. It is necessary to highlight students' cognitive activities such as discovery, inquiry and discussion in the learning process, guide students to take the initiative to participate, be willing to explore and be diligent in hands-on, make students' learning process more a process of discovering, asking and solving problems, and cultivate students' ability to use knowledge, explore by themselves, cooperate and communicate, and standardize their lives. As long as the teaching methods chosen by teachers conform to students' cognition, it is more important to use modern teaching equipment (multimedia, network) and reasonable teaching methods. Constructivism theory holds that learning is not a one-way transfer of knowledge from teachers to students, but a process in which students construct their own knowledge. Learners are not passive information absorbers, on the contrary, they should actively choose and process external information, and teachers should transform procedural classroom teaching into constructive classroom teaching. This kind of classroom teaching is based on respecting, understanding and trusting students. Teachers are instructors, organizers and strategists. Teachers should make a reasonable analysis of each teaching link, study the characteristics of teaching materials, and study students' psychology, and follow the principle of "teaching is uncertain, and teaching must be learned". This requires teachers to understand a variety of teaching strategies and use them flexibly. Generally speaking, the teaching procedure that teachers should predict is well thought out and should conform to the development of students. The key is how to guide teachers artistically in the process of implementation. Teachers' guidance is more important, with students as the main body. Not everything is up to the students, but we should concentrate on democracy, otherwise it will be another look (disorder). To construct the teaching process, we must first establish modern teaching concepts, advocate people-oriented, give full play to students' subjective spirit and innovative consciousness, and take the principle of "students try themselves first, then teachers guide them".
Sixth, the teaching organization form of preparatory science course is both scientific and practical, which requires students not only to master theoretical knowledge well, but also to apply what they have learned to life practice, and constantly find, ask, analyze and solve problems in life practice. When designing the organizational form of teaching, teachers' teaching time and students' inquiry time should be allocated according to the characteristics of this class, and teachers' teaching should be combined with students' group cooperation, independent discussion and learning, and students' communication. "The process of learning to cooperate and communicate with others" is one of the goals of curriculum standards. Therefore, when designing teaching plans, we should attach great importance to cultivating students' sense of cooperation and guide them how to cooperate with their peers. We think that students' most convenient partners are their classmates. From caring about yourself to caring about your deskmate, from independent learning to learning from your deskmate in the same group, your deskmate is both a collaborator and an evaluator. It is worth noting that students are required to record the results of the discussion. In the process of collective communication, each group listens carefully and then evaluates each other.