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href='http://wyyxscd8644.com/lunwen/edu/'>教育類論文</a> > <a href='http://wyyxscd8644.com/lunwen/edu/subject/'>學(xué)科教育</a> > <span>小學(xué)科學(xué)獲獎(jiǎng)?wù)撐?/span> </div> <div id="8hh5rq1ip" class="ar_con_nr"> <div id="8hh5rq1ip" class="con_l fl"> <article class="ar_con bg louti"> <div id="8hh5rq1ip" class="ar_title"> <h1>小學(xué)科學(xué)獲獎(jiǎng)?wù)撐?/h1> <div id="8hh5rq1ip" class="ar_title_b"> <div id="8hh5rq1ip" class="sub_title clear"> <span id="8hh5rq1ip" class="sp2 c6 fl">時(shí)間：<time class="fxtime">2017-04-17 18:45:55</time></span> <span id="8hh5rq1ip" class="sp1 c6 fl"><em id="zuozhe" class="noshow">秋梅</em><em class="user_id noshow">1032</em>由 <em class="nickname"></em> 分享</span> <span id="8hh5rq1ip" class="fl arc_btn"></span> </div> </div> </div> <div id="8hh5rq1ip" class="y_ju"></div> <div id="8hh5rq1ip" class="con_article con_main" id="contentText"> <p>小學(xué)科學(xué)獲獎(jiǎng)?wù)撐?/p><p> 　　小哲學(xué)科學(xué)擔(dān)負(fù)著科學(xué)啟蒙教育的任務(wù),不僅要教給學(xué)生豐富的自然科學(xué)基礎(chǔ)知識(shí),同時(shí)還要在知識(shí)的探究中讓學(xué)生體驗(yàn)、理解和應(yīng)用科學(xué)研究方法,提高學(xué)習(xí)能力,激發(fā)學(xué)生的創(chuàng)新意識(shí)。下文是學(xué)習(xí)啦小編為大家搜集整理的關(guān)于小學(xué)科學(xué)獲獎(jiǎng)?wù)撐牡膬?nèi)容，歡迎大家閱讀參考!</p><h2> 　　小學(xué)科學(xué)獲獎(jiǎng)?wù)撐钠?</h2><p> 　　淺析小學(xué)生科學(xué)課中的創(chuàng)新教育</p><p> 　　摘要：素質(zhì)教育應(yīng)該是倡導(dǎo)以創(chuàng)新精神為主體的素質(zhì)教育。許多教育工作者越來越清醒地認(rèn)識(shí)到這一點(diǎn)。我們的教育應(yīng)該發(fā)展學(xué)生的智力，更要培養(yǎng)學(xué)生的能力，特別是創(chuàng)新能力的培養(yǎng)。本文從小學(xué)科學(xué)課中如何營(yíng)造創(chuàng)新氛圍、激發(fā)學(xué)生的創(chuàng)新欲望、拓寬學(xué)生的創(chuàng)新空間等方面提出了一些見解。</p><p> 　　關(guān)鍵詞：小學(xué)科學(xué);創(chuàng)新能力;探究性</p><p> 　　素質(zhì)教育應(yīng)該是倡導(dǎo)以創(chuàng)新精神為主體的素質(zhì)教育。許多教育工作者越來越清醒地認(rèn)識(shí)到這一點(diǎn)。我們的教育應(yīng)該發(fā)展學(xué)生的智力，更要培養(yǎng)學(xué)生的能力，特別是創(chuàng)新能力的培養(yǎng)，也就是說不僅僅要向?qū)W生傳授結(jié)論性的知識(shí)，還必須重視對(duì)學(xué)生創(chuàng)造精神的培養(yǎng)。因此在課堂教學(xué)中，要求我們加大課堂教學(xué)改革的力度。</p><p> 　　一、營(yíng)造和諧的創(chuàng)新氛圍</p><p> 　　科學(xué)活動(dòng)探究的過程不僅是學(xué)生探究科學(xué)的過程，也是師生情感交流、教與學(xué)方式交流、思維交流的過程。創(chuàng)設(shè)一種師與生、生與生心理交融、民主和諧的科學(xué)探究氛圍是促進(jìn)學(xué)生創(chuàng)新探究、情感態(tài)度與價(jià)值觀形成的有利保證。在小學(xué)科學(xué)教學(xué)中，很多老師忽略了表達(dá)和交流，對(duì)表達(dá)和交流缺少應(yīng)有的重視，常常只是走個(gè)過場(chǎng)，得出了結(jié)論，就完成本節(jié)課的教學(xué)任務(wù)，一節(jié)課的探究學(xué)習(xí)也告一段落。因此，教師要多鼓勵(lì)在師生之間、同學(xué)之間的廣泛交流，放下教師的架子，與學(xué)生共同參與觀察探究活動(dòng)，在交往中提倡相互尊重、信任、理解、支持、合作、幫助，師生之間、同學(xué)之間要多運(yùn)用鼓勵(lì)性評(píng)價(jià)。教師應(yīng)該是學(xué)生的指導(dǎo)者、合作者，是學(xué)生的朋友。</p><p> 　　二、激發(fā)學(xué)生的創(chuàng)新欲望</p><p> 　　傳統(tǒng)教師的常規(guī)課堂教學(xué)單邊性、模式性活動(dòng)較多，讓學(xué)生積極留心觀察生活、感悟生活的多邊性、主動(dòng)性活動(dòng)較少，課堂活動(dòng)總是受到傳統(tǒng)教學(xué)的束縛。素質(zhì)教育應(yīng)該創(chuàng)設(shè)學(xué)生感興趣的實(shí)驗(yàn)活動(dòng)，促使學(xué)生主動(dòng)參與、主動(dòng)思考，這樣一來課堂不再單是教師主宰著學(xué)生的活動(dòng)。大量的事實(shí)證明，這樣才能使學(xué)生主動(dòng)參與科學(xué)實(shí)驗(yàn)，從而培養(yǎng)學(xué)生的探究精神，積極探究和應(yīng)用知識(shí)，充分激發(fā)學(xué)生學(xué)習(xí)的興趣，使學(xué)生對(duì)科學(xué)的奧妙產(chǎn)生強(qiáng)烈的求知欲和探究情緒。要提高學(xué)生的科學(xué)素質(zhì)和探求知識(shí)的能力就必須充分發(fā)揮學(xué)生的主體作用，如果學(xué)生根本就沒有對(duì)事物的好奇心和旺盛的求知欲，即使他們掌握了一定的創(chuàng)新方法和技術(shù)，也很難有實(shí)際的、有價(jià)值的創(chuàng)新行為。</p><p> 　　三、拓寬學(xué)生的創(chuàng)新空間</p><p> 　　我們可以設(shè)立學(xué)生自制標(biāo)本展櫥。在櫥窗下面及實(shí)驗(yàn)室門前陳列一些文竹、君子蘭等植物，還要組織學(xué)生開展課外觀察、實(shí)驗(yàn)、小課題研究和科學(xué)知識(shí)競(jìng)賽等實(shí)踐活動(dòng)。在實(shí)驗(yàn)室將學(xué)生制作的各種動(dòng)植物標(biāo)本擺放進(jìn)櫥窗去?？茖W(xué)課就是要提倡學(xué)生自主學(xué)習(xí)，發(fā)展學(xué)生個(gè)性，發(fā)動(dòng)學(xué)生不斷為它“添磚加瓦”，也可以喂養(yǎng)蠶、小金魚等，讓學(xué)生自己獨(dú)立思考，放置實(shí)驗(yàn)和研究過程中使用的工具、材料和活動(dòng)紀(jì)錄卡等。實(shí)驗(yàn)室要盡可能為學(xué)生提供展示個(gè)性的空間，并培養(yǎng)學(xué)生持之以恒的精神。為學(xué)生自主選擇實(shí)驗(yàn)器材實(shí)施開放式探究提供便利，如皮筋、氣球、乒乓球、各種彈簧、橡皮和硬紙板等都由學(xué)生自主籌備。滿足學(xué)生的好奇心和求知欲，讓學(xué)生運(yùn)用已有的知識(shí)拓寬并延伸科學(xué)教學(xué)內(nèi)容，可以更好地發(fā)揮學(xué)生在學(xué)習(xí)過程中的積極性和主動(dòng)性。展櫥為學(xué)生提供了觀察思考的機(jī)會(huì)，能充分發(fā)揮他們的創(chuàng)造潛能，去經(jīng)歷探索研究的過程，去解決各種各樣的問題?？梢詥l(fā)和引導(dǎo)學(xué)生利用身邊的廢棄物進(jìn)行合理的利用，讓學(xué)生利用課前課后時(shí)間盡情觀察，從而增強(qiáng)學(xué)生對(duì)書本知識(shí)和生活實(shí)際的聯(lián)系，并引導(dǎo)學(xué)生記錄實(shí)驗(yàn)數(shù)據(jù)、總結(jié)自己的研究成果、寫出自己的發(fā)現(xiàn)和體會(huì)。充分施展學(xué)生的才華，這些是學(xué)生們很喜歡做的事情。</p><p> 　　四、培養(yǎng)學(xué)生的創(chuàng)新思維</p><p> 　　有疑才能有思考，這也是創(chuàng)新的起點(diǎn)。只有善于發(fā)現(xiàn)問題和提出問題，才能夠在此基礎(chǔ)上思考和尋求解決問題的方法，這對(duì)學(xué)生形象思維能力和想象力的培養(yǎng)都是非常重要的。創(chuàng)新思維是培養(yǎng)創(chuàng)新精神的靈魂。如在教學(xué)《觀察蠶寶寶》時(shí)，可以讓學(xué)生在課的一開始就提出問題。學(xué)生會(huì)提出蠶寶寶喜歡吃什么，它為什么會(huì)蛻皮，它的一生要經(jīng)歷幾次變化等許多問題。在科學(xué)課的教學(xué)過程中，創(chuàng)造力是智力的高級(jí)表現(xiàn)，有疑才能進(jìn)步。質(zhì)疑問題本身就蘊(yùn)含著創(chuàng)新思維的火花，教師在教學(xué)中要教育學(xué)生多問個(gè)為什么，要大膽提出問題。另外老師應(yīng)該在科學(xué)教學(xué)中靈活多樣地運(yùn)用多媒體、錄像、幻燈片等教學(xué)手段，采用多種教學(xué)方式豐富學(xué)生頭腦中的表象、培養(yǎng)學(xué)生形象思維的習(xí)慣。</p><p> 　　五、重視學(xué)生的創(chuàng)新實(shí)踐</p><p> 　　在實(shí)踐活動(dòng)中，任何實(shí)踐活動(dòng)都是技能與智能的結(jié)合。要培養(yǎng)學(xué)生比較、分析、綜合、抽象、概括等一系列思維活動(dòng)，教師應(yīng)盡量少干預(yù)學(xué)生的科學(xué)探究活動(dòng)，讓學(xué)生真正去觀察，真正動(dòng)手做，從而培養(yǎng)創(chuàng)新能力和實(shí)踐能力。例如：帶領(lǐng)學(xué)生真正走到大自然中去經(jīng)歷，人的能力是在活動(dòng)中形成和發(fā)展的。學(xué)生的手、腦、眼、耳等多種感官共同參與對(duì)客觀事物的體驗(yàn)，小學(xué)生的實(shí)踐能力也必須通過大量的實(shí)踐活動(dòng)才能形成和發(fā)展。學(xué)生希望教師在教學(xué)時(shí)充分相信自己，讓學(xué)生真正參與到知識(shí)的形成和發(fā)展的全過程中。學(xué)生喜歡豐富的教學(xué)資源給他們帶來學(xué)習(xí)的愉悅，發(fā)展思維，放手讓自己動(dòng)手實(shí)踐，學(xué)生愿意參與豐富多彩的科學(xué)探究活動(dòng)，然后建立正確清晰的表象，而不是將科學(xué)探究活動(dòng)只停留在課堂上。</p><p> 　　總之，創(chuàng)新教育能使學(xué)生學(xué)會(huì)學(xué)習(xí)，開發(fā)智力，提高素質(zhì)，增加鍛煉的機(jī)會(huì)，增強(qiáng)適應(yīng)社會(huì)發(fā)展的意識(shí)。而其在科學(xué)實(shí)踐教學(xué)中的具體實(shí)施，也會(huì)給我們培養(yǎng)大量的適應(yīng)現(xiàn)代社會(huì)需要的人才提供一個(gè)可行的方式、方法。</p><p> 　　參考文獻(xiàn)：</p><p> 　　[1]勞韻嵐.小學(xué)科學(xué)課堂教學(xué)評(píng)價(jià)與素質(zhì)教育[A].2009年廣東省青少年科學(xué)素質(zhì)培養(yǎng)的實(shí)踐和探索優(yōu)秀論文選編[C].2009.</p><p> 　　[2]袁立煌.小學(xué)科學(xué)課創(chuàng)新教育課堂教學(xué)模式的研究[A].中國(guó)教育技術(shù)協(xié)會(huì)2004年年會(huì)論文集[C].2004.</p><p> 　　[3]鄭松南.淺談小學(xué)科學(xué)教學(xué)中創(chuàng)新思維能力的培養(yǎng)[A].2009年廣東省青少年科學(xué)素質(zhì)培養(yǎng)的實(shí)踐和探索優(yōu)秀論文選編[C].2009.</p><h2> 　　小學(xué)科學(xué)獲獎(jiǎng)?wù)撐钠?</h2><p> 　　淺談小學(xué)科學(xué)教學(xué)創(chuàng)新能力的培養(yǎng)</p><p> 　　【摘要】培養(yǎng)學(xué)生的創(chuàng)新能力是科學(xué)教育的核心。為了達(dá)到這個(gè)目標(biāo)，科學(xué)教學(xué)要在教師引導(dǎo)下，通過引入現(xiàn)代教學(xué)手段、啟發(fā)式講解和設(shè)疑、鼓勵(lì)學(xué)生質(zhì)疑求異、指導(dǎo)學(xué)生開展探索性實(shí)驗(yàn)等方式，培養(yǎng)學(xué)生的創(chuàng)新思維和創(chuàng)新能力。</p><p> 　　【關(guān)鍵詞】科學(xué)教學(xué);求異;創(chuàng)新</p><p> 　　二十一世紀(jì)是創(chuàng)新的時(shí)代，科技發(fā)展突飛猛進(jìn)，知識(shí)日新月異。各門功課都優(yōu)秀的學(xué)生在進(jìn)入社會(huì)后不一定能適應(yīng)社會(huì)的變化，高分低能的人在工作中將處處被動(dòng)。2009年，教育進(jìn)展國(guó)際評(píng)估組織對(duì)全球21個(gè)國(guó)家進(jìn)行的調(diào)查顯示，中國(guó)學(xué)生的計(jì)算能力排名世界第一，想象力卻排名倒數(shù)第一，創(chuàng)造力排名倒數(shù)第五。我們的中學(xué)生選手在國(guó)際數(shù)學(xué)、物理、化學(xué)等奧林匹克競(jìng)賽中屢屢披金摘銀，但在最重要的創(chuàng)新評(píng)價(jià)指標(biāo)─諾貝爾獎(jiǎng)上卻一無所獲。造成這種狀況的很大一部分原因與我們的教學(xué)評(píng)價(jià)方式有關(guān)系。目前的中小學(xué)考試評(píng)價(jià)體系過分注重標(biāo)準(zhǔn)答案，凡是脫離標(biāo)準(zhǔn)答案的一律不給分。長(zhǎng)此以往，造成學(xué)生謹(jǐn)小慎微，思維固化，不敢越雷池一步，何談創(chuàng)新和求異。目前，小學(xué)科學(xué)課程作為輔科，還未列入考試體系，這為培養(yǎng)學(xué)生的創(chuàng)新能力留下了一個(gè)難得的實(shí)驗(yàn)窗口。教師可以運(yùn)用多種教學(xué)方式，引導(dǎo)和鼓勵(lì)學(xué)生大膽創(chuàng)新求異，培養(yǎng)學(xué)生的創(chuàng)造精神和創(chuàng)新能力，使我們的學(xué)生真正能成為未來社會(huì)的主人和祖國(guó)的棟梁。</p><p> 　　一、引入多媒體教學(xué)手段，促進(jìn)學(xué)生創(chuàng)新思維</p><p> 　　在小學(xué)科學(xué)教學(xué)中，適當(dāng)?shù)剡\(yùn)用多媒體教學(xué)方法，可以使教學(xué)方式更加引人入勝，增強(qiáng)想象力感染力。多媒體教學(xué)能夠綜合利用文字、圖片、動(dòng)畫和視頻等資源進(jìn)行教學(xué)，給學(xué)生耳目一新的感覺。運(yùn)用多媒體教學(xué)，使學(xué)生易于接受知識(shí)，增強(qiáng)了學(xué)生的學(xué)習(xí)興趣，教學(xué)直觀性明顯增強(qiáng)，教師的講解變得通俗化形象化，有助于學(xué)生理解教學(xué)重點(diǎn)和難點(diǎn)。</p><p> 　　例如，在講解晝夜的形成、四季的變化、日食和月食的形成時(shí)，運(yùn)用動(dòng)畫和視頻方式，再加上教師的講解，可以使學(xué)生直觀形象地了解這些自然現(xiàn)象形成的原因。如果采用傳統(tǒng)的教學(xué)，教師費(fèi)了很大口舌，講解半天也不一定使學(xué)生能真正理解。模仿是創(chuàng)造的第一步，而理解是模仿的基礎(chǔ)，所以，運(yùn)用多媒體教學(xué)手段有利于提高學(xué)生的學(xué)習(xí)效果，促進(jìn)學(xué)生創(chuàng)新思維的發(fā)展。</p><p> 　　二、善用啟發(fā)講解和設(shè)疑，引導(dǎo)學(xué)生創(chuàng)新思考</p><p> 　　傳統(tǒng)的課堂教學(xué)，采用滿堂灌輸?shù)姆绞?，教師不停地講解，學(xué)生則死記硬背，這對(duì)于要求記憶性知識(shí)的科目來說可能有效，如語文、英語、歷史、地理等。這種教學(xué)方式對(duì)于學(xué)生創(chuàng)新能力起到了極大的阻礙作用，科學(xué)的精神是創(chuàng)新質(zhì)疑，小學(xué)科學(xué)教學(xué)不僅僅是傳授給學(xué)生一般的課堂知識(shí)，更主要的是通過知識(shí)的講解和傳授學(xué)習(xí)的方法，增強(qiáng)學(xué)生創(chuàng)新意識(shí)和不斷培養(yǎng)學(xué)生的創(chuàng)新能力。這就要求教師在授課時(shí)，注重啟發(fā)式講解和合理設(shè)疑，善于用“如果……”、“為什么……”等提問來引導(dǎo)學(xué)生進(jìn)行思考。</p><p> 　　如在講解大氣壓時(shí)，通過在一個(gè)反扣在水中的空瓶子中點(diǎn)燃蠟燭，瓶子中的水位上升了整個(gè)瓶子體積的約1/5。這樣可使學(xué)生直觀地了解瓶子中存在氣體，蠟燭的燃燒消耗了瓶中的氣體，瓶中氣壓降低導(dǎo)致外部氣壓大于瓶中氣壓，從而使水盆中的水被吸入瓶子。通過這樣的講解，學(xué)生已經(jīng)基本明白了氣體以氣體壓強(qiáng)的存在。但為了讓學(xué)生進(jìn)一步了解氣體壓強(qiáng)與什么因素有關(guān)，教師可以提出問題：“如果換一個(gè)直徑大一點(diǎn)瓶子，水位是上升還是下降?”學(xué)生們議論紛紛，大部分認(rèn)為會(huì)下降。然后教師換一個(gè)大口徑的瓶子重做實(shí)驗(yàn)，學(xué)生們驚奇地發(fā)現(xiàn)水位保持不變。教師再問學(xué)生“為什么會(huì)這樣”，引導(dǎo)學(xué)生們進(jìn)一步思考，從而明白氣壓是大氣的基本性質(zhì)，與所在空間是否存在其它物體無關(guān)。</p><p> 　　三、鼓勵(lì)學(xué)生大膽質(zhì)疑求異，點(diǎn)燃創(chuàng)新火花</p><p> 　　小學(xué)生興趣廣泛，求知欲強(qiáng)，在學(xué)習(xí)和探索的過程中會(huì)產(chǎn)生各種疑問，這些疑問是學(xué)生積極探索的內(nèi)部動(dòng)力，是學(xué)生認(rèn)識(shí)水平的體現(xiàn)。因此，當(dāng)學(xué)生在好奇心的驅(qū)使下而提出各種古怪的問題，教師應(yīng)該給予鼓勵(lì)，并引導(dǎo)學(xué)生想法進(jìn)行解決。如果學(xué)生提出了有新意的質(zhì)疑，教師更應(yīng)該充分肯定并大加鼓勵(lì)。求異”與“求同”不一樣，求異是圍繞一個(gè)基本點(diǎn)去發(fā)散思維，尋求解決問題的不同途徑。對(duì)敢于設(shè)想創(chuàng)新、標(biāo)新立異的學(xué)生要給予鼓勵(lì)和表揚(yáng)，以促進(jìn)學(xué)生創(chuàng)新發(fā)展。</p><p> 　　如在講熱脹冷縮一節(jié)課時(shí)，教師在講到熱脹冷縮是物體的普遍性質(zhì)時(shí)，有個(gè)學(xué)生說不定，他說水的性質(zhì)正好是冷卻時(shí)膨脹。老師問他是怎么知道的，他說冬天的水管如果結(jié)冰時(shí)就會(huì)把管子脹壞，說明水結(jié)冰體積時(shí)膨脹。老師對(duì)這個(gè)學(xué)生善于觀察和用心思考的行為給予當(dāng)堂表揚(yáng)。再如制作指南針時(shí)，一般是把磁化后的鋼針用細(xì)線懸掛起來，鋼針則指向南北。有個(gè)同學(xué)則利用白紙把把鋼針懸浮在水面上，同樣能指方向，且解決了細(xì)線懸掛不易平衡的問題。老師對(duì)這個(gè)學(xué)生的創(chuàng)新行為當(dāng)然大加贊賞并號(hào)召大家向這名同學(xué)學(xué)習(xí)。</p><p> 　　四、指導(dǎo)學(xué)生開展探索性實(shí)驗(yàn)，培養(yǎng)創(chuàng)新能力</p><p> 　　“紙上得來終覺淺，絕知此事要躬行”。古人早就告訴我們動(dòng)手實(shí)踐的重要性?？茖W(xué)學(xué)習(xí)要以探究為核心，探究既是科學(xué)學(xué)習(xí)的目標(biāo)，又是科學(xué)學(xué)習(xí)的方式。在教學(xué)過程中，教師要根據(jù)小學(xué)生好動(dòng)、喜動(dòng)的特點(diǎn)，努力創(chuàng)造條件讓學(xué)生動(dòng)手實(shí)驗(yàn)，并讓實(shí)驗(yàn)與思維聯(lián)系起來，讓實(shí)驗(yàn)成為培養(yǎng)學(xué)生創(chuàng)新意識(shí)的源泉，讓創(chuàng)新意識(shí)在實(shí)驗(yàn)中萌發(fā)。傳統(tǒng)的實(shí)驗(yàn)教學(xué)主要是驗(yàn)證性實(shí)驗(yàn)，實(shí)驗(yàn)的結(jié)果在未實(shí)驗(yàn)之前學(xué)生們都已知道。這類實(shí)驗(yàn)即使過程和結(jié)果很精彩，也很難激發(fā)學(xué)生的興趣，學(xué)生的動(dòng)手能力和思維方式并沒有得到實(shí)質(zhì)性的改善和提高。所以教師要指導(dǎo)學(xué)生開展探索性和設(shè)計(jì)性實(shí)驗(yàn)，開拓學(xué)生的創(chuàng)新意識(shí)和創(chuàng)新精神，培養(yǎng)學(xué)生獨(dú)立地研究和解決問題的能力。在具體實(shí)施上，就是要在教材上現(xiàn)有實(shí)驗(yàn)的基礎(chǔ)上，指導(dǎo)學(xué)生開展探索性實(shí)驗(yàn)，自己進(jìn)行實(shí)驗(yàn)設(shè)計(jì)和動(dòng)手操作，以驗(yàn)證想法是否正確。</p><p> 　　例如，在學(xué)完光線的有關(guān)知識(shí)后，老師讓學(xué)生自己設(shè)計(jì)制造一個(gè)望遠(yuǎn)鏡。望遠(yuǎn)鏡還能自己制造?很多學(xué)生不相信。老師告訴學(xué)生，其實(shí)望遠(yuǎn)鏡的原理很簡(jiǎn)單，只要把兩片凸透鏡(即老花鏡)以適當(dāng)?shù)木嚯x前后排列在一起就可以了，伽利略早在三百多年前就用自己制作的望遠(yuǎn)鏡觀察月亮和天體了。學(xué)生們一聽，馬上來了興趣，然后回家找材料進(jìn)行制作。當(dāng)他們用自己制作的望遠(yuǎn)鏡觀察遠(yuǎn)處的物體時(shí)，成就感油然而生，對(duì)科學(xué)的興趣進(jìn)一步增強(qiáng)了。</p><p> 　　總之，造就和培養(yǎng)新時(shí)代創(chuàng)新型、創(chuàng)造型的人才是歷史賦予我們的任務(wù)。培養(yǎng)學(xué)生的創(chuàng)新精神和創(chuàng)新能力是科學(xué)教學(xué)的重要目標(biāo)。要做到這一點(diǎn)，教師要不斷探索創(chuàng)新思維的教法，激發(fā)學(xué)生敢于質(zhì)疑和勇于實(shí)踐，必能為社會(huì)培養(yǎng)大批創(chuàng)造型人才。</p><div> </div> <div> 猜你喜歡：</div> <div> <p> 1.<a _href="http://wyyxscd8644.com/lunwen/edu/basic/1469437.html" href="http://wyyxscd8644.com/lunwen/edu/basic/1469437.html" target="_blank">關(guān)于小學(xué)科學(xué)教學(xué)研究論文</a></p> <p> 2.<a _href="http://wyyxscd8644.com/lunwen/edu/basic/1469459.html" href="http://wyyxscd8644.com/lunwen/edu/basic/1469459.html" target="_blank">關(guān)于小學(xué)科學(xué)教育研究論文</a></p> 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