How to develop and utilize scientific resources around you

1. Develop and utilize plant resources in rural areas.

In our countryside, there are rich plant resources. In rural fields, mulberry fields, riverside and other places, there are countless famous and unknown plants growing, which provide us with good conditions for scientific research. In science teaching, it is very helpful to teach intuitively, provide plants with direct perception, allow students to form correct concepts about the plants they want to study, and provide students with vivid and concrete perceptual knowledge. In this process, students can not only master scientific theoretical knowledge, but also understand the process and methods of scientific exploration.

For example, when teaching about flowers, in the first class, I asked the students to collect some flowers before class and observe them carefully in class. Although they can also master the knowledge about flowers, the second time with me, Compared with taking students to take classes at the Michulin Experimental Base (school experimental base), whether it is their interests or innovative and divergent thinking, it is much better than being locked in a classroom for the first time. As soon as the students heard before class that they had to bring their own observation tools to observe outside the school, before the class bell rang, they had already brought their tools and lined up to wait for the "troops" to be sent out. As soon as they arrived at the garden, they each took out their own observation tools and observed carefully according to the division of labor in the group. Some used magnifying glasses to observe, some used cameras to take pictures, and some simply touched the styles and stigmas with their hands to see if there was mucus and smelled it. The fragrance of flowers, and one student took a digital camera to film the process of bees picking flowers... In short, the students were very engaged and the team members cooperated well. I found from their classroom feedback that they not only knew the structure of flowers, but also understood the several pollination methods of flowers (wind pollination, insect pollination, artificial pollination), and understood what kind of plants have what kind of flowers. What are the flowers like? Learning like this not only acquires knowledge, but also stimulates students' curiosity for knowledge. Students learn and enjoy it.

When teaching the chapter "The Life of Plants", in order to allow students to clearly understand the changes in a plant's life and observe its growth process, I used several impatiens flowers in the school bag Let each student plant the seeds into a portable jar, water and weed the impatiens while observing the growth changes of the impatiens throughout their life, and bring them to the classroom for scientific observation every day. Through this series of activities, students observed the transformation of impatiens from seeds to buds, the buds growing into seedlings, the flowering and fruiting of impatiens, and the collection of seeds. When students observed the growth and changes of impatiens throughout their lives, they also made comparative observations of many other plants around them, and truly understood the changes in plants throughout their lives. Through this activity, students not only observed the changes in plants throughout their lives, but also developed their hands-on abilities.

When teaching the plant part of the chapter "Living Objects", in order to enable students to clearly observe how plants transport water to various parts of the body through the "conduits" in the body, I In advance, students were assigned to collect plants with thicker endothelium and wider leaves. After the students picked it, they washed it and soaked its roots in bottles containing red ink and blue ink. After a period of time, students will be able to clearly observe that plants absorb red and blue liquids onto their stems and leaves through "conduits", allowing students to understand how plants drink water.

2. Develop and utilize animal resources in rural areas.

In rural areas, there are extremely rich animal resources. Students can fully come into contact with many animals. By raising and observing animals, they can fully understand animals and conduct scientific research. I make full use of this scientific resource for teaching, turning the boring classroom into a lively classroom, allowing everyone to participate in teaching activities and practical activities, integrating theory with practice, vividly learning scientific knowledge, and stimulating students' interest in learning science.

When teaching the animal part of the chapter "Living Objects", I asked the students to prepare to catch some snails, ants, dragonflies and other animals before class, and bring them to the classroom for careful observation and comparison during class. , which not only arouses students' interest in studying science since childhood, but also provides students with perceptual materials for a deep understanding of animals. Through the study and research of these animals, they got to know these extremely small animals and developed a feeling of love and compassion. I also showed goldfish, roosters, frogs and other animals in class for students to observe and study, and the students showed great interest. Based on this characteristic of the students and referring to the rich animal resources in my hometown, I asked the students to raise a small animal. Each student raised a small animal and was able to successfully breed it.

Through this behavior of students, they not only allowed them to observe the changes and living habits of animals throughout their lives, but also cultivated their love for their hometown and small animals.

When teaching "The Life Cycle of Animals", I talked about the life of silkworms. Since it is impossible to see the complete change process of silkworms in the classroom, I guide students in advance to formulate plans for raising silkworms, allowing students to observe the changes in silkworms as planned and carefully write observation diaries. Through raising and observing, students can clearly remember the appearance characteristics and living habits of silkworms. When I took these classes, I examined the students' sericulture situation and records, and discussed the situations recorded by the students and the phenomena observed. In the class, the students expressed their opinions, and their interest in learning was high. The class was very active, and the students quickly Summarize the characteristics of the four stages that silkworms go through in their life. This not only stimulates students' enthusiasm for class, but also cultivates students' ability to think and solve problems in a planned way and develop scientific behavioral habits.

3. Develop and utilize the natural environment in rural areas.

Rural areas are rich in natural conditions, with beautiful mountains and rivers, crisscrossing rivers, rocks and soil everywhere; the phenology of spring, summer, autumn and winter changes rapidly; the ever-changing lightning and thunder, clouds, fog, rain, Natural phenomena such as dew, frost, and snow are commonplace. Winding rivers, vast fields, and melodious chirping of insects and birds all provide vivid materials for science teaching. If these inquiries are limited to the classroom, specimens, visual teaching aids or CAI courseware alone are far from enough. This will not only constrain students' thinking space for inquiry, but also weaken students' interest in scientific inquiry. I make full use of and rationally select materials in teaching to let students get in touch with nature, and guide students to observe, experiment, inspect, and perceive natural phenomena in a purposeful and planned way. Students' science classes can be lively and learned. A lot of scientific knowledge and methods, and can be educated to love hometown and nature.

When teaching the chapter "Air", I asked students to first breathe the air in different places, feel different smells, and collect air in various ways to feel the air. Have students go outside to feel the movement of air and see how it moves in different places. It is then verified with various experiments in the classroom, providing a broader basis for students to understand the flow of air. Air is ubiquitous and ubiquitous. Students understand the close relationship between air and human beings through the demand for air by everything around them, and learn to be careful not to pollute the air. Treat nature as a classroom for teaching, so that students can be educated to love science and nature. For example, when teaching the chapter "Weather", I talked about related natural phenomena such as clouds, rain, wind and temperature. I led students to learn textbook knowledge in nature, look at the appearance of clouds, taste the taste of rain, and feel the wind. Power, experience changes in temperature. I often lead students to conduct experiments in nature. When there are a lot of clouds in the sky today, I ask students to look at the clouds, talk about their names, and get to know them. When it rained that day, I asked the students to go outside to measure the rainfall, taste the rain, and truly feel everything the rain brings to us. I also asked students to record the wind direction and strength every day. Students also recorded the temperature every day and felt the changes in the natural climate. Through this series of activities, they understand that these things that they usually turn a blind eye to are a corner of nature, which contains endless scientific knowledge, waiting for them to study. At the same time, we also realize that only through careful observation can we uncover the mysteries and allow students to be intoxicated in the wonderful environment of nature and feel the beauty of nature.

4. Develop and utilize school-based resources

1. Establish a laboratory and allow self-experimentation.

In order to truly implement the scientific inquiry of primary school students, they must prepare a "laboratory" for their own experiments and research like scientists do, and the laboratory in the school is the best place for students to conduct their own experiments. Good venue. Therefore, rural schools must establish a dedicated laboratory and purchase necessary experimental equipment. In addition to conducting experimental research in science classes, it can also be open during lunch activities and after school hours, allowing students to experiment on their own based on their own ideas. The on-duty experimental teachers provide the necessary equipment and corresponding guidance. Students can be relaxed and comfortable in a stress-free environment and can come up with many fantastic experimental designs. Through mutual cooperation and independent experiments, they will definitely discover many valuable Scientific phenomena, comprehend scientific knowledge that cannot be learned in books, exercise students' hands-on practical ability, and cultivate students' innovative spirit.

2. Give full play to the advantages of the Internet and the library to expand the scope of information collection.

During inquiry, students often encounter questions of one kind or another. To be honest, some questions are difficult even for teachers to explain clearly, and students are most interested in these questions. For example, when studying the solar system, many students asked questions such as: "Are there aliens? What materials are on Jupiter and Mars?" Questions like these cannot be solved by reading books alone. Students can be assigned before class to The library borrows a large number of books and periodicals in this area for class inquiry. It also opens the Internet to allow students to independently collect information with their mysterious yearning for the universe, record the collected information at any time, and then collectively communicate and summarize. Through such independent collection of information, the scope of students' inquiry can be expanded and students' interest in exploring the science of the universe can be stimulated.

3. Establish an experimental base and directly participate in practical activities.

Many science teachers may have trouble teaching the biology part of the textbook, especially the planting part. On the one hand, due to the lack of social practice among current students, they know very little about the living habits of animals and the growth process of plants; on the other hand, due to the lack of planting and breeding bases in various schools, teaching is only a kind of "paper talk". Therefore, our school gave full play to its own advantages, vacated an open space on campus, and reclaimed it into an experimental base - Michulin Experimental Base, which was divided into two parts: a breeding area and a planting area. The breeding area mainly raises animals that appear in textbooks, such as chickens, rabbits and other animals. When this part of the content is taught, real-life objects can be provided for students to observe and explore. In addition to planting plants that appear in textbooks, the planting area can also introduce many new varieties from the fields. Planting is the main part of the school's biological exploration. All planting classes are held at the base, and students are required to carefully manage, observe and record the plants they plant. The Michulin Experimental Base not only provides students with a variety of living animals, physical objects and plant materials, but also becomes the main place for students to explore biology.

5. Develop and utilize family resources

In experimental research, there are often many experiments whose results are not known immediately, but take a long time to produce results, such as Life-long observations of silkworms and frogs, and observations of seed germination. For observations like this, it is difficult to solve the problem by just taking a few specimens or objects in the classroom. Let the students raise and grow one by themselves at home, so that It is more conducive to students’ inquiry. When I teach "Silkworms", before class, I ask students to raise a few silkworms at home, raise them carefully, observe them carefully, and make detailed records, and conduct collective communication and reports during class. In this way, students have a very good understanding of the life of silkworms. Everyone in the class has something to say and raises their hands to speak. At the exchange meeting, each student took their own experimental records and chose their best expression method to express their opinions, some in the form of text tables, and some in the form of vivid pictures. In addition, enrich popular science readings for families, pay attention to scientific and technological information, guide students to build their own small libraries, and improve their utilization. Encourage parents and children to conduct some simple scientific inquiry activities on animals and plants raised and grown at home. In this way, through the combination of class and home, knowledge can naturally rise from perceptual knowledge to rational knowledge, which is in line with the cognitive rules of primary school students and also stimulates students' interest in exploring science.

6. Develop and utilize community resources

Establish contact with community scientific research, enterprises and institutions in this street, build science and technology activity venues, carry out on-site science and technology teaching activities; hire scientific and technological personnel and experts serve as instructors for school science and technology activities, and hire science and technology workers among parents to give regular science lectures to students. For example, students are taken to orchards to learn about the cultivation and grafting of fruit trees; students are taken to factories to see how products are produced, etc.