National Nature Experiment Report

The teaching mode is established under the guidance of certain teaching ideas or teaching theories, and the structure structure and activity program of the teaching activities are relatively stable. The "structural structure" is intended to grasp the internal relationship between the various elements of the teaching activities from the giant view; the "activity program" is intended to highlight the orderliness and feasibility of the teaching model.

The natural sciences are the knowledge accumulated by human beings in the process of understanding nature. It has a high consistency with the human cognition process and is most suitable for discovery-based learning methods. Experiments are an important means of imparting natural science knowledge and cultivating and developing students' abilities. The four-link experimental teaching mode introduced by the teaching and research group of our school has formed the basic structure of the natural experiment course with its perfect operation, openness, superiority and flexibility, and better reveals the general program of classroom teaching and classroom teaching. The intrinsic connection of various factors and the general law of classroom teaching. Now talk about my practice and some experiences in teaching.

First, the specific application of the four links of the teaching model in practice

Problem stage

The questioning stage is to guide students to explore and mobilize their enthusiasm when researching a problem in order to stimulate students' desire for knowledge. Teachers can combine the questions to be studied and use the vivid language to ask questions appropriately, so that students can find problems in observation and thinking.

For example, in the lesson of "Thermal expansion and contraction of objects", a demonstration experiment was first carried out. A flat-bottomed flask was placed on the iron stand. The bottle was filled with water and heated with an alcohol lamp. The water did not boil, and the water in the bottle went to Spillover. The teacher then asked everyone, what do you think about this phenomenon? The students raised many questions at once: "Why does the water heat up and then overflow?" "Does the water get more?"

In teaching, in order to stimulate students' desire to explore knowledge, we should do everything possible to creatively use various methods, such as: making games, telling stories, changing magic, guessing riddles, presenting wall charts, and using slides. Cause students to study the interest of the problem and come up with their own ideas.

Making a hypothetical stage

The student raised the question, but when he had not yet learned the relevant knowledge, the teacher guided the student to make a hypothetical answer to his or her own question. The teacher then guides the students into the problems to be studied from the student hypothesis.

For example, "Water Vapor Condensation", the teacher will also cover the warm water cup in the white air, and then open the cover after a while, ask the students to see the water drops on the cover, what kind of objects the water vapor encounters form on it. What about water drops? Guide students to make assumptions and express different opinions. Some students said: "Water vapor encounters hot objects and forms water drops." Some said: "Water vapor encounters cold objects and forms water drops." The teacher went on to say, "Then we will study together, the water vapor is Under what conditions can it be turned into water?" This gradually introduces students into the subject to be studied.

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At this stage, the students make assumptions based on the experience of existing knowledge through deduction, induction, and reasoning, many of which have the nature of speculation. At this point, the teacher should guide the students to make assumptions actively, and should not suppress the students' thinking. Whether it is right or wrong, don't be busy evaluating.

Design experiment phase

Have students design or experiment with their own experiments to prove the correctness of their assumptions. Of course, the experimental method can also be the same as the method provided in the book, but let the students brain their own, rather than introducing the whole experiment process to the students at once.

For example, in the "Electromagnetic Magnet" lesson, it is studied whether the energization of the coil-wrapped nail can produce magnetism. The teacher asked: "What kind of experiment can we design to confirm that the coil-wrapped nail can energize to generate magnetism?" The students actively thought about it. Many experiments have been designed, such as: “Let the nails close to the pins to see if they are attractive.” “Let the compass close to the nails and see if the compass is deflected”. The teacher asked the students to experiment in order.

Let students design their own experiments, which can inspire them to actively and creatively learn, and gradually train their thinking methods to study problems. Teachers should take into account the equipment that students may use in design experiments in the preparation of lessons, and must do it in advance.

Verification conclusion stage

After students design the experiment, let them experiment on their own. Experiment to verify the correctness of your hypothesis.

For another example, in the "Electromagnetic Magnet" lesson, put some experimental report sheets on each experimental table before the class, let the students fill the experimental results on the experimental report sheet, and then draw conclusions. Through the experiment, the student knows that the coil-wrapped nails are energized with magnetism.

In this stage of teaching, students should be careful not to think of the experimental results as experimental conclusions. Teachers should actively guide, affirm the correct experimental results, help students draw conclusions, and experiments with experimental results and experimental conclusions should lead students to find out the reasons.

Second, experience in implementing the four-part experimental teaching mode

1. Pay attention to cultivating students' diffusion thinking and concentrated thinking ability

Teaching with this model is of great help to the cultivation of students' thinking. Throughout the class, students’ thinking is always active. The 1st and 2nd stages of teaching are to develop students' ability to spread thinking. Students actively use their brains to make assumptions and design experiments to find problems as much as possible. The 3rd and 4th stages of teaching are to develop students' ability to concentrate on thinking.

In the stage of students' diffusion thinking, teachers should not suppress students' thinking and actively encourage them to present their own opinions. In the stage of concentrated thinking, students should be actively guided to draw correct conclusions.

2. Using this mode of teaching, teachers should adhere to the teaching principle of "student as the main body and teacher as the leading".

Teachers should carefully design the teaching process before class and carefully formulate research projects and materials needed. In the class, I mainly observe the students' research and listen to their opinions. Students engage in discussions, and teachers should not use words or expressions to interfere with their thinking. When students speak, teachers should be good at capturing contradictions, guiding them to discuss or argue, and if necessary, appropriate inspiration.

3. Using this model, each stage of the teaching is not necessarily clearly defined. In a lesson, sometimes two stages of teaching can be organically combined; sometimes two or two sentences can be used to link two stages of teaching.

The teaching mode is produced, developed, and improved in the teaching process, and plays its role in teaching activities. Under the correct guidance of the four-step natural experiment teaching mode, the entire teaching reform process will be scientific and efficient, and the quality of natural experiment teaching will be greatly improved.