Present situation and countermeasures of Chinese popular science expository teaching in primary schools

Looking through the primary school Chinese textbooks, no matter which version, you can see the traces of popular science discussion. Bi Li's classic works include Sun, Whale, Plant Mother has Measures, Hibernation, Space Shuttle, Language of Nature and so on. Every semester in the sixth grade of primary school, there is a unit in the city, which consists of a group of highly knowledgeable popular science discourses. Popular science exposition accounts for almost one-eighth of primary school Chinese reading materials in content, and it is an important part of primary school Chinese teaching content.

One of the goals of curriculum reform put forward in the Outline of National Basic Education Curriculum Reform (Trial) is to cultivate a new generation of citizens with "initial innovative spirit, practical ability, scientific humanistic quality and situational awareness". Therefore, a large number of scientific and popular science works have been added to the new textbooks, which have broadened the content and updated the knowledge contact points. These articles carry the functions of popularizing scientific knowledge, stimulating students' interest in science, exploring scientific secrets and improving students' ability to read popular science articles. The teaching purpose of "Chinese Curriculum Standard for Compulsory Education in Primary and Secondary Schools" also clearly points out that learning to read expository texts can grasp the main points and understand the basic explanation points of the articles.

It can be seen that the teaching of popular science expository plays an important role in the whole primary school Chinese teaching, which deserves our attention and research.

Face up to the problem

What are the facts about the current teaching situation of popular science Expo? Some people have observed and counted this problem. The results show that less than 20% of teachers and students like to teach popular science expositions and general subject expositions. What is the reason for the depression of popular science expositions? In recent years, I have consciously listened to the popular science discourses taught by teachers inside and outside the school, read the teaching design of many popular science articles, and found some problems, from which I may get a glimpse.

The first model is comprehensive.

As usual, the teaching of popular science expository text is carried out in accordance with four teaching links: reading the text thoroughly, getting familiar with the knowledge, researching and writing, and connecting with life. This kind of teaching is beyond reproach, but it has become rigid over time. Once it becomes a solidified model, it will definitely lead to teachers' lack of passion and students' lack of interest in learning.

Second, there is too much analysis.

Many teachers are used to thinking that to teach a popular science expository article, you have to explain the main points, otherwise, you can't closely follow the characteristics of the text and can't achieve the teaching purpose. In this way, the popular science discourse without story line was dismembered by Mr. Wang, leaving only the terms of knowledge; The concise language that didn't have much influence was analyzed as "vivid and accurate" by Mr. Wang. In such a classroom, science has no life, words have no charm, and emotions are drifting away from words ... In this kind of teaching, knowledge is implemented and the main points are infiltrated. But the final result is to artificially isolate science from humanities.

Third, excessive expansion.

Because many teachers have been promoting popular science discourse to give students a knowledge angle, they will try their best to expand their knowledge in this field and talk about "dormancy" when teaching popular science discourse, and teachers will collect a lot of knowledge about animal dormancy for students to read; Talking about "the sun", from sunspots to solar eclipses, from Kuafu to Houyi solar radiation; Speaking of "Butterflies in Taiwan Province Province", the classroom has become a butterfly specimen showroom ... as a result, the Chinese class has become a knowledge class. In such a classroom, knowledge seems to be the most dedicated tool in the teaching of popular science expository writing, while the language and expression that carry knowledge seem to be subordinate.

Review again

In order to prevent "the sound of the waves is still the same" from repeating yesterday's story. Now, let's re-examine the teaching of popular science discourse from the perspective of students learning popular science discourse. What did you learn from the popular science fair?

Popular science expositions are short in form, knowledgeable, scientific and popular. When teaching this kind of text, it is of course a great mission for teachers to guide students to master the scientific knowledge carried by the text according to its characteristics of introducing scientific knowledge and explaining the main points.

The popular science exposition is a Chinese course, which belongs to the field of Chinese reading teaching. Its surname is "Yu", which is different from natural, scientific and social subjects. What is expository? The teaching of popular science explanation should have a more important teaching mission, that is, to develop students' language and create a sense of language, in addition to fulfilling the purpose of knowledge.

Please pay attention! Grasping the main points of knowledge is only a part of the teaching of popular science exposition, but it is by no means the only mission. Guiding students to pay attention to the language behind knowledge, the way of expression, the author's scientific attitude of thinking and observing carefully, and the humanistic feelings and scientific brilliance reflected by knowledge should all be the learning contents of popular science expository articles.

Seek countermeasures

Then, how to tap the teaching resources that can train students' Chinese ability in popular science expositions and realize the smooth integration of language, emotion, interest, Chinese practice and popular science texts? Let's take several popular science expository classes I have taught as examples to talk about relevant strategies.

First, explore the language factors in the popular science exhibition.

Due to the particularity of reading tools, most of the language expressions of popular science discourses in primary schools are lively, interesting and easy to understand. Popular science texts are usually arranged in the logical order of readers' familiarity and minds. As usual, they are comprehensive and clear, so we can enrich this remarkable feature in the application of prose expression and train students to master and summarize the comprehensive literary significance. Popular science discourse accepts metaphor and personification, which makes students experience poor expression through reading aloud and imitating writing. Popular science discourses are generally expressed in an easy-to-understand way, and the language is scientific, accurate and distinctive, which can guide students to realize the exquisiteness of using words and making sentences in teaching. ...

When teaching the article "Lamps with Language", I think it is not difficult to be familiar with the functions of several lamps with language introduced in this article, and it is not difficult to guide students to talk about the functions of other lamps with language in life. The difficult thing is to let them introduce a lamp they found to others in vivid and interesting language. Therefore, I focus my teaching on inspiring students to feel the meaningful expression of ideas in the text language. Attached with teaching design;

(A), teachers and students talk, clear requirements

In this lesson, we will continue to learn lesson 13 "Language Lights". After class, everyone should pay attention to their careers and look for other lights that can speak language. Who can tell everyone what they found?

Student report, write it on the blackboard.

Both the teacher and the inkstone are concerned, and they have found so many lamps that can speak language. These language lights are very important in our life. Mr. Wang thinks it is necessary for us to remind others to be familiar with these language lights. How should I introduce myself first? We can understand how the author introduced these lamps in vivid and interesting language. Display research requirements

How do these talking lights speak in the text? Choose the paragraphs you like to read freely, underline the sentences you think are the most vivid and interesting, and tell me why you like them.

(2) Read freely and experience the vividness and interest of the language.

(3) Exchange reports and group comments

1, in the night sky, the night flight plane lights up and tells the partner who is derailed: "Don't hit me!" The tall buildings and TV towers on the ground also light up red lights, telling the plane, "I am here, please fly higher!" " "

The personification skills of (1) blackboard writing

(2) Read aloud

(3) Can you change the content of the language?

(4) Choose a lamp and tell their hearts with anthropomorphic essentials.

2. What happened? Oh, the red light is on.

(1) Ask yourself and answer on the blackboard.

(2) Read the tone of "Oh" by asking yourself and answering.

(3) How does the red light turn green?

3. The traffic lights directing traffic at intersections are poor. In addition, the red light is on, and no traffic is allowed. The green light is on, you can pass. The yellow light is on. A moment, please.

(1) blackboard total score structure

(2) Imitating a passage, the navigation lights in the seventh paragraph also use many different colors, but mainly use different position languages. Learn to say it in the general chapter.

There are two small eyes beside the big eyes of cars and trams for lighting. They flashed yellow lights to tell the other car which direction to turn.

(1) Figurative technique of blackboard writing

(2) "They are flashing yellow lights to tell the other car which direction to turn." Who are they referring to? Can you elaborate on what they say?

(4) Imitating writing and practicing writing.

If you are one of the lights, how can you talk to others?

I've always wanted to experiment how to combine the knowledge, science and language of the popular science explanation Language Lamp. After several repetitions, I finally took this experimental step and successfully opened several related public courses. Among them, the design of "writing exercises" is necessary in every class, because I find that popular science expositions are really good materials for training students to understand and analyze languages. With good material, we need to train. From speaking to writing, a complete training loop can be formed, and the purpose of promoting writing by reading can be achieved.

Second, excavate the emotional factors in the popular science exhibition.

Yu Yongzheng, a world-famous special-grade teacher, summed up his teaching experience and attributed the main reason for his teaching success to "being affectionate and interesting". He said: "Reflecting on our Chinese teaching, what is particularly lacking is interest. What am I talking about? It's emotion, or asking for emotion. It includes two meanings, one is the feelings for students, the other is the feelings for Chinese teaching and the feelings for the classroom. " On the other hand, how many teachers try their best to make students study with strong feelings in our teaching of popular science expository texts? Perhaps gentlemen will plausibly retort that the simple and popular style of explanatory writing determines the emotional intervention in the classroom, and its subtext is that such a class can only be boring.

In fact, no matter how objective and silent an article is, no matter how rigorous and scientific the language is, it is impossible not to include the author's feelings. Therefore, Chinese teachers should pay attention to excavating the emotional discourse of popular science discourse, lead students to have a dialogue with the text and experience the emotional journey.

In the process of teaching How the Yellow River Changed, I used this passage to lead students into the author's heart: "Friends, this is an expository article. After reading this explanatory article, we can understand the process and reasons of the Yellow River changes in a short time. However, it is not enough for us to know this knowledge, and we also need to understand the emotions hidden behind this knowledge. Therefore, Mr. Wang suggests that you concentrate on reading the text again, thinking while reading, and reading while reading. Am I excited? Sad? Worried? Angry? Worried? Angry? Touched? Surprised? ……"

This clip aims to tell students that learning needs a sense of dialogue with the author's mind, vigorously mobilize the emotional factors of the text, and promote students to penetrate the content and touch the spirit. 500-word handicraft description. Through continuous reading, read the meaning of the word, explore the meaning of the word, and understand the meaning. From the students' colorful answers, we can see that they have their own excitement in the reading process, and the expression of this excitement is based on reading the text.

I taught bats and radar that day.

In class, a girl suggested: didn't the sixth paragraph of the text say that the difference was three times, and the experiment proved that the bat's ability was clear? Why does paragraph 7 say that "repeated research by scientists finally reveals the secret of bats"?

Teacher: Who helps her?

Student: There are not many experiments, and they are different. Need to study many times.

Teacher: Research is to draw scientific and correct conclusions. The experiment is just an experiment, and the result may be unintentional.

Health: the experiment may be just like this, but the research must be like this.

Teacher: Yes. Read paragraphs 6 and 7 to see the difference between the experimental results and the research results.

Health: Experiments show what bats fly, and research tells us how bats fly.

Teacher: research often needs to find out why the test results are like this, which is more difficult than testing. What does this remind you of?

Health: Scientists are really hard. Student: Thanks to their hard work, we can know what the secret of bat is and how it was discovered by sitting in the classroom and studying the text. We also know how radar comes from and what its function is.

Health: Scientists have perseverance, and repeated research is to uncover the secrets of bats.

Teacher: In addition, the process of repeated research is repeated experiments. How rigid.

Health: Scientists are persistent.

Health: Scientists are not afraid of difficulties in their research.

Health: Scientists' research results are hard-won, so we should cherish them.

Health: Scientists are very powerful. I admire them very much. ...

Teacher: Let's read paragraphs 3-8 of the text with admiration for scientists.

The emotional education of popular science texts is often implied in the words and sentences of the texts. I think; As long as we truly respect students' dominant position in the reading movement, attach importance to students' emotional input, and establish the viewpoint of educating students with the emotional points of the text, we will have a pair of "discerning eyes" who are good at discovering. It can be said that popular science discourse can be affectionate.

Third, excavate the viewpoint meaning factors in the popular science explanation.

In class, it is not enough for a teacher to love wholeheartedly. Let students enjoy the interest in learning popular science instructions, so that they will like popular science instructions. Bruner, an American psychologist, believes that the best motivation for learning is to have an intrinsic interest in the materials learned. Let the classroom become affectionate and interesting, and the science fair will glow with its exclusive charm. Teachers should enrich the viewpoints and significance factors of popular science discussion and organize teaching in the form that students like, so that the classroom will have a different kind of interest.

Suhomlinski believes: "In the deep heart of people, there is a deep-rooted need to feel that you are a discoverer, researcher and explorer. In the spiritual world of children, this demand is particularly strong. "

Teacher: If you want to know why airplanes can sail safely at night, you must first uncover the secret of bats sailing at night. In this class, we will also become scientists to help uncover the secrets of bat navigation.

Students help each other in groups, understand the process of the experiment, complete the contents in the table and communicate in groups.

The team sent representatives to report and repeat the preparation and process of the test.

-"Bats and Radar"

I design the teaching of this link with scientific discussion as the main line, and take "imagination decryption" as the breakthrough point, so that students can learn the text with scientific research mission, complete the test form with the cooperation of discussion, and then show the research results in the form of simulated appeal meeting with scientific research results. This design breaks the traditional learning method of analyzing and explaining popular science discourse paragraph by paragraph, and allows students to participate in scientific discussions as discoverers, researchers and explorers, and experience the learning process, which greatly meets students' psychological needs and enriches students' interest in learning.

When I was teaching the article "New Glass", I accepted the form of "new product promotion meeting" and received unexpected results.

Teacher: The same inkstone and glass can be seen everywhere in our daily life. Who will introduce their understanding of glass first?

The students introduced their familiar glasses, such as organic and inorganic; Colored and colorless; Thin, thick and so on.

Teacher: What we are going to learn today is about glass precision (the title of the blackboard is "New Glass"). What is the difference between the glass introduced in this text and the known glass? Please read the text carefully first, and then hold a press conference on "New Product Promotion", and select five journalists (the team leader is the factory director) to introduce the new product first, and the rest will act as media reporters to interview the new product in groups.

The teacher asked the study:

1, read the text carefully by yourself, requiring fluency, fluency and understanding;

2. Grasp the name, characteristics and functions of the novel glass in the article, make your own understanding and publicize it at the press conference.

Health 1: Journalists, ladies and gentlemen (health Michael Qi, clap your hands), I am the director of the new glass factory. Today, we hold a product launch conference here. Through technological innovation, we have developed and produced five kinds of glass, namely "wire mesh anti-theft glass ..." These products are of excellent quality and widely used, and are welcomed by people from all walks of life.

Student 2: I'm a reporter from Shaoxing Evening News (laughs). What are the characteristics of "steel mesh anti-theft glass"?

Health 1: Its characteristic is anti-theft.

S3: Please talk about it in detail.

Health 1: This is a special kind of glass. There is a very fine wire mesh inside the glass. The screen is adjacent to the power supply and automatic alarm. When someone cuts the glass, an alarm will be given.

Health 4: Please explain the meaning of "extremely fine".

Health 1: "Very fine" means very fine, very fine. A very fine wire mesh is a wire mesh made of a very fine, very fine and conductive metal material. This kind of screen is thinner and denser than cobwebs.

Health 5: Please talk about the use of this kind of glass.

Health 1: it can be accepted in the bank or in the construction of cultural relics, jewels, important drawings and documents.

The conference was very lively and the classroom atmosphere was warm.

The above-mentioned teaching fragments enrich and embody "learning is happy." Teachers introduce new contents from the glass that students are already familiar with, and students are eager to know about the new glass, which arouses their interest in reading. Holding a product launch conference makes students more excited, activates their internal drive, changes "I want to learn" into "I want to learn", and changes passive learning into active learning. What truly embodies the art of teaching lies not in teaching skills, but in inspiring, awakening and encouraging. In the whole teaching process, students' high attendance rate and active innovative thinking make them truly interested in autonomous learning.

Fourth, tap the practical factors in the popular science fair.

Chinese is a practical course. In the teaching of popular science expositions, gentlemen often talk about the essentials and cover everything, but how to use these laws flexibly is rarely involved. It's like a swimming coach only talks about swimming knowledge and doesn't let swimmers get into the water. It is difficult for students to learn real skills from it. Knowledge and ability are the wings of a bird in the teaching of popular science instruction. Without a wing, a bird will fold its wings. Therefore, in our teaching, we should do everything possible to provide opportunities for Chinese practice, so that students can train and explain things with the learned explanatory essentials.

In the process of popular science expository teaching, there are usually two ways to expand the practical resources of gentlemen. First, from the perspective of scientific knowledge, from the perspective of content care, it is the content of textbooks. Through practice, expand students' knowledge field, and make students have a richer and more three-dimensional perception of what they have learned. The second is to grow the language from the latitude of language learning. For example, The Moon's Self-report is expressed in the form of self-report, and students can rewrite it by narrative to introduce the knowledge of the moon.

I think we should consider two dimensions in practical operation, namely, the combination of knowledge and language, both the extension of content and the training of language. Taking the teaching of "The Moon's Self-report" as an example, teachers can first guide students or choose the knowledge provided by teachers, or choose the knowledge collected after class, and then introduce the knowledge of the moon in a narrative way. This design not only moderately expands the content of the text, but also realizes the perfect combination of knowledge, tools and humanities based on language training. The lesson "Bat and Radar" is the same:

The discovery of radar is the inspiration that scientists get from bats. This kind of science, which is inspired by studying the special effects of animals and finding scientific instruments and machinery to serve mankind, is called bionics. Please think about it. Which musical instruments, machinery and animal skills are closely related? (such as squid fish-hovercraft; Sidewinder-air-to-air missile; Fish submarine ...)

Read and write union:

Choose a discovery, imitate the writing of paragraphs 1, 2, 7 and 8, and write a short bionics essay in the writing order of "asking questions-uncovering secrets-discovering and creating".

From these two lessons, it is not difficult to find that the teacher either deliberately talks about the essentials of popular science discourse or ignores the stylistic characteristics of popular science discourse. I think: the foothold of popular science teaching is to let students "realize" and "gain" emotionally. How to achieve it? By enumerating relevant figures and examples, let them vaguely feel the main points of explanation; Through comparative analysis, let them vividly feel the main points of explanation; Through "language conversion", let them master the main points of explanation skillfully. Let the students use the explanation points flexibly in the process of practice, then internalize the language and transfer the main points. This is much more interesting than the abstract views of "examples, examples and figures" imposed on them by Mr. Wang.

Mr. Lv Shuxiang said: "If a teaching method is a key, there is a master key on top of various teaching methods. His name is' living'." A successful teacher's success is due to his "living" teaching. Yes, as long as we change the classroom teaching methods and get rid of the spiritual barriers of imprisonment, the sleepy classroom accommodation of the Science Expo will be overthrown.

This is a composition:

A good helper to identify stars-star map

Before you are familiar with the star map, you should know something about the magnitude. As we all know, the brightness of stars is different, some are brighter and some are darker. Astronomers use "magnitude" to represent the brightness of each star. The brightest star is 1, the barely visible star is 6, and there are 2, 3, 4 and 5 in the middle. For every magnitude difference, the brightness difference is 2.5 12 times, that is, the brightness of the star with 1 2 times that of the second-class star, the brightness of the second-class star is 2.5 12 times that of the third-class star, and so on. You will find that the brightness of a star like 1 is exactly 100 times that of a star like 6.

Astronomers found through accurate measurement that the magnitude of most stars is not an integer, and a few are brighter than 1. At this time, they are represented by numbers with decimal points and negative numbers. For example, the famous Vega is 0, Altair is 0.8, Sirius-1.4, arcturus -0. 1. Venus can reach -4.4 at its brightest, the full moon-12.5, the sun -26.7, and so on.

There are more than 6000 stars visible to the naked eye in the whole sky. However, when we look at the starry sky anywhere on the earth's surface at a certain moment, we can only see half of the sky, that is, we can only see about 3,000 stars above the horizon, and the other 3,000 stars are hidden below the horizon.

Just like drawing a map, drawing a map of the distribution of stars in the sky is called a star map. Star map is a necessary tool for us to identify stars. Open the star map and have a look. You will find that the patterns of bright stars in some constellations are very beautiful When you see the shapes of these constellations, you will think of many wonderful and magical stories, which not only increases your interest in reading star maps, but also provides convenience for understanding constellations and their main bright stars. But the myth is not true after all. In fact, the stars contained in each constellation are not members of a family and have nothing to do with each other. The patterns and shapes we see are just their projections on the celestial sphere. All stories, people, animals, instruments and utensils do not exist. Only two constellations are special. One is the Big Dipper in Ursa Major. They are the remains of the same cluster. The other is Orion, most of which are blue, because they are young high-temperature stars, all located in the same region on the same spiral arm of the Milky Way, from which new stars are constantly born. Orion is like a giant nursery for newborn stars. Of course, Orion is also mixed with many stars unrelated to these young stars. The most prominent is its main star, α-Betelgeuse, which should be the "mother" of this constellation, but in fact it is just in the same sight as these young stars in Orion, and Betelgeuse is much closer to us than them. Betelgeuse is a typical old star.

There are many kinds of star maps. At present, the most detailed star map used by astronomers has drawn 23 stars, which is also the limit magnitude that the world's largest telescope can see. The number of stars in the whole day is more than 500 million. There are several kinds of stars suitable for amateur observation, such as active star map, four-season star map and all-sky star map.

Active star map is a very simple and convenient star map. It consists of two disks: a chassis and an upper disk. The chassis can rotate around the center, and bright stars and constellations are painted on it. Coordinates are marked around the disk surface, and the month and date are marked. There are horizontal circles and notches in the four directions of east, west, north and south on the upper plate, and there are moments around the plate. When in use, rotate the chassis so that the date on the chassis is aligned with the observation time of the upper plate, and then the exposed part in the horizontal circular incision of the upper plate is the same as the starry sky that can be seen at that time. Hold the active star map above your head, so that the north-south direction of the star map is consistent with the north-south direction of the ground, and you can know the starry sky by comparing the star map.

The four-season starry sky map is to draw the starry sky of four seasons in spring, summer, autumn and winter on four pictures respectively. This is based on the vertical projection of celestial bodies from the zenith to the ground, so all four star maps are circular. The edge of the circle represents the corresponding geographical latitude and the four directions of east, west, north and south. The center of the circle is above the head, that is, the zenith. The stars in the four seasons star map are generally only drawn to level 3 or 4, and some larger star maps may be drawn to level 5. Because there is no dark star, the bright star is more prominent, which is more convenient for beginners to use.

All-sky map is a detailed map of all divisions of the whole starry sky. This kind of star map is very necessary for those astronomy enthusiasts who are already familiar with the starry sky and intend to further observe binary stars, variable stars, nebulae, clusters and galaxies, or prepare to look for new comets. This kind of star map is generally not available in the market. Interested readers can buy them at the Beijing Planetarium, which provides various star maps for astronomy enthusiasts all the year round. It seems quite long. I hope I can help you.