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一听说讲故事,小学生往往欣喜若狂,精神振奋.利用这一特点,我在自然课教学中,常利用三、五分钟时间,结合《自然》教材讲一讲科学家的小故事.例如,在《自然》第四册的教学中, 教完《空气是一种单纯的气体吗》,我讲了英国化学家斯利普特列发现氧气的故事;教学《人的血液循环》时,我讲了英国医生哈维创立血液循环学说的故事;教学《人的营养》后,我讲了荷兰医生艾克曼从米糠中发现维生素的故事……在讲这些小故事的时候,我还用幻灯映出这位科学家的头像与生平简介,并进行必要的实验演示.在讲故事的过程中,我还特别注意让学生思考、回答科学家曾经遇到过的问题.譬如讲斯利普特列发现氧气
As soon as I heard the story telling story, the pupils were always ecstatic and energetic, and I took advantage of this feature to give a lecture on the short stories of scientists in the teaching of nature class for three or five minutes, In the teaching of “Nature” in the fourth book, teaching “the air is a pure gas?” I told the British chemist Slypty column found the story of oxygen; teaching “human blood circulation”, I Told the story of the British doctor Harvey founded blood circulation theory; teaching “human nutrition”, I told the Dutch doctor Aikeman found the vitamins from the rice bran story ... In these stories, I also use the slide In the process of story-telling, I pay special attention to letting students think and answer the questions that scientists have encountered, for example, Siputra found that oxygen