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在几年的自然教学实践中,我以“排除自然教具实验的非本质属性干拢”为研究课题,进行了一些尝试,注意了以下几方面的改进工作。 一、使学生明确教具观察和实验操作目的。在观察操作前向学生讲解观察操作的目的要求,让他们带着问题参加动眼、动手、动脑研究活动。如讲《声音是怎样产生的》一课,学生用塑料尺、钢尺或皮筋做发声实验,若教师在实验前没有强调实验的目的要求,在观察中要思考什么问题。教室里就会出现高低不同的声响。这时,学生不是去分析声音是怎样产生的,而是欣赏声响的不同韵律和趣味色彩,表面上看
During several years of practice in nature teaching, I have tried my research on “eliminating the non-essential attributes of natural teaching aids experiment” and paid attention to the following improvements. First, to make students a clear teaching aids observation and experimental operation purposes. Explain the purpose of the observation operation to the students before observing the operation so that they can participate in the moving, hands-on and brains research activities with questions. Such as “how the sound is generated,” a lesson, students use plastic ruler, steel ruler or rubber band to do vocal experiments, if the teacher did not emphasize the purpose of the experiment before the experiment requirements, what questions to consider in the observation. The classroom will appear different levels of sound. At this time, students not to analyze how the sound is produced, but to appreciate the different rhythms and interesting sounds, on the surface