What is the scientific scope of primary schools in Nanhu District, Jiaxing? Junior high school science knowledge or primary school knowledge?

Primary school science is an introductory course stage, and junior high school science is an introductory course stage, which is subdivided into four disciplines: geography, biology, physics and chemistry. The contents of science in primary and secondary schools cross each other, involving the most physical aspects, so I speak on behalf of the teachers of science subjects. Because of the rush of time, the example is mainly physics, which is not involved in other disciplines, but the problems reflected are the same.

The relationship between science subjects in primary and secondary schools should be interdependent and continuous. But the current relationship between the two is

1, ignore each other

When I teach, I will say, "You will know these things when you get to high school." Throw the question to the high school teacher, I believe everyone will occasionally leave the question to the junior high school teacher like me, and the junior high school teacher will leave the question to the senior high school teacher. Due to the lack of proper understanding of the primary school science curriculum, "no matter how you teach the primary school science teacher, my junior high school teacher will start all over again, when you haven't studied primary school." This is the current situation of scientific exchanges between primary and secondary schools.

2. Overlap of knowledge systems

Some contents of science in primary school and middle school are very similar, such as circuits and electromagnets, and even small experiments and teaching contents in textbooks are very similar. However, because they are strangers to each other, primary schools either learn too deeply or learn too shallowly, and junior high schools either repeat primary school teaching or are out of touch with primary school science teaching.

3. Differences in technical terms

Primary school knowledge needs to be in line with junior high school, especially not to construct some wrong concepts for primary school students. Junior high school teachers are very sensitive to the word "weight", and students enter junior high school with "weight". I'm not saying that the primary school teacher made a mistake, but that the word "the weight of air" was written in the primary school curriculum. Teachers don't understand the terms of the course, such as we talk about motivation and resistance in physics; Elementary school went straight to the point,

Between the above points, our science teacher discussed this problem:

Take the "magic machinery" in primary school as an example: the reason why I chose this course is because the teachers in primary school find this part difficult to teach and the students have difficulty in mastering it; Our junior high school teachers feel the same way in this part, and even don't feel that students have studied in primary school.

This is the curriculum requirement of this part of primary school;

unit

Description of grade standard

Introduction of teaching materials

Key points of knowledge

Process and skill points

The connection between science and life practice

First unit

amazing machine

Scientific content

2. Motion and Force (3) Simple machinery

3. 1 Understand the use of some simple machines, such as ramps, levers, gears, pulleys, etc., and know that using machines can improve work efficiency.

(B) the inquiry process and skills

1. Understanding scientific inquiry

1.5 Know that every link in the process of scientific inquiry needs mutual cooperation, communication and sharing.

2. The process and method of scientific inquiry

2.2 Collecting evidence

● Be able to collect evidence for the problem through observation and experiment.

● Respect the facts, make original records of the collected evidence, and pay attention to retaining and not arbitrarily altering the original data.

2.5 Conclusion and Extension

● Be able to apply the knowledge, processes and methods acquired in the process of inquiry to new situations.

(3) The connection between science and life.

1. Treat science learning

1.5 Willing to cooperate and exchange.

4. Correctly treat the relationship between science, technology and society.

4. 1 I like to use my learned scientific knowledge to solve problems in my life and improve my life.

4.2 Care about new technology products in daily life and social life related to science and technology.

1, the concept and function of machinery.

2. Structural characteristics of lever, pulley, shaft and inclined plane

3. Function of lever, pulley, shaft and inclined plane

4. Structure of chain transmission and gear transmission device

5. The role of chain transmission and gear transmission device

1. experimental exploration: the function of lever, pulley, shaft and inclined plane

2. Experimental study: the characteristics of chain drive and gear drive.

1. Levers, pulleys, shafts and inclined planes are widely used in production and life.

2. Application of transmission device in production and life

It can be seen that this part of the primary school involves a wide range of aspects, including levers, pulleys, ramps, axles, gears and so on.

"Through experimental exploration, learn to change the magnitude and direction of force with simple machinery."

It belongs to the level of "experience" and "independent operation" Explore the lever principle through experiments. The principles of moving pulley, crown block and pulley block are explored experimentally. Can use these simple machines to solve practical problems in life.

Junior high school physics only involves pulleys and levers, and the research content seems to be less, but the depth has increased a lot, focusing on the principle of machinery and solving practical problems in life. Science teaching in primary schools is often to use, practice and experience some scientific events, while junior high schools are often to explain and analyze these scientific events. This is the difference in knowledge and ability between them. Some knowledge needs to be deepened and perfected in junior high school, and some knowledge needs to be perfected by our primary school science teacher. Therefore, our primary and secondary school teachers must deepen their understanding through face-to-face communication and discussion, and realize when they can leave blank in junior high school and when they need us to improve; Teachers in junior high schools will also know what foundations students have at the beginning of their studies, which can be passed and which must be emphasized.

This is the difference in curriculum standards, which makes students difficult to learn. Teachers and students are not familiar with this part, and students lack the necessary perceptual knowledge, including junior high school students who don't know what hay cutter, claw hammer and shovel are, and students don't have perceptual knowledge. Naturally, they have great difficulties in learning, which is also related to the lack of necessary observation and hands-on opportunities in children's lives. For this part, our teacher must find something to show the students. At least students can know them in pictures. Teaching through pictures, experiments and videos can reduce some difficulties for students.

This part of the examination evaluation should conform to the age characteristics of students. This part of the textbook in primary school is not like the schematic diagram of teaching with lever in junior high school. It also judges whether the lever is labor-saving and laborious, and even judges what nail clippers are. Personally, I think it is beyond the ability of primary school students, so teachers should talk more, which invisibly increases the learning difficulty of students.

This part of primary school learning was picked up again in the third grade. In the middle three years, students' forgetting in knowledge is the biggest problem that our junior high school teachers face, so our junior high school teachers will have the aforementioned "I will come back whether you have studied in primary school or not". How can the content taught by primary school teachers arouse the interest of junior high school teachers? But is it a lack of educational foresight for students to learn by rote and complete the learning tasks at the stage?

Facing the comprehensive teaching of four subjects, science teachers in primary schools have high requirements for teachers to master four subjects, which is difficult for our junior high school teachers to be competent. Our junior high school teachers are only a little stronger in their own majors. I hope that similar seminars can help primary school teachers solve some practical problems and have a certain understanding of primary school science. Learning from each other is our greatest gain today.

In the mutual communication, we also produced some new ideas:

There are many scientific experiments in primary schools, and biology, physics and chemistry experiments in middle schools are important links in teaching. How to connect primary and secondary school experiments? For primary school science subjects, cultivating primary school students' interest in learning science is the first. After entering junior high school science, emotional attitudes and values are forgotten, students' interest in learning science is not high, and emotional attitudes and values are interlinked?

Primary school teacher, your knowledge, ability and emotional training are very helpful to our junior high school science education. Without a solid foundation of primary school science, there will be no rapid development of junior high school science education. I look forward to the next exchange activities.