浅谈如何在教学中培养学生的科技创新能力.doc

to clean and repair, it is strictly forbidden to head reaches into the mechanical stroke range. 17th article: in overhead transmission line following work should blackout, cannot blackout Shi, due isolation protection measures, crane shall not in overhead transmission line following work, through overhead transmission line should will lifting arm falls, in overhead line side work Shi, regardless of in any situation Xia, lifting arm, and rope or weights, and overhead transmission line of recently distance should not is less than Xia table provides: transmission line voltage 1000 v following 1-15 kV 20-40 kV 60-110 kV 220,000 v Allow minimum distances with the transmission line (m) vertical 1.5 level 1 1.5 2 3 4 5 6 4 6 18th: lamp voltage may not exceed 36 volts, when working in a damp place or metal containers, lamp voltage may not exceed 12 volts. 19th: pressure vessel should have a safety valve, pressure gauge, and avoid sun exposure, collisions, oxygen cylinders to prevent contaminated oil; of acetylene gas, LPG, must have a safety device to prevent tempering. 20th: x-ray and gamma-ray flaw detector operation area, non-operator, not allowed to enter. 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Third, streamlining file briefs, culture involves all aspects of propaganda and ideology, sometimes due to the practical needs of invention notifications, this area needs further浅谈如何在教学中培养学生的科技创新能力内蒙古 乌兰察布市 兴和县兴隆学校 教师史平原摘要：说明对科技创新教育内涵的理解及理解说明。从四个理解说明：走出思维的困窘，将多元思路与一元思路融合；走出创新基础松散的困窘，将单科知识与各科知识有机地起来；走出力失落的困窘，将知识灌输与能力发掘平衡起来，等同相待；走出创新环境狭窄的困窘，将封闭体系和开发体系选择再从实践论证。关键词： 科技创新 创新教育 培养创新人才二十一世纪，民族和国家的进步离不开科技创新能力；对于教育来说，更应当把创新能力的培养看做是教育工作的核心。创新是个民族进步的灵魂，是一个国家不断前进的不竭的动力。科学技术工作是创造性的工作；科学技术发展的水平是国家综合国力的体现；科技实力的竞争主要是人才的竞争。每一个生活在科学技术高速发展时代的人，从小就明显的感受到了科学技术所带来的种种影响。少年儿童作为跨世纪的一代，肩负的历史重任更艰巨。小学阶段是培养科技创新能力的关键时期。作为培养未来建设者的小学教师如何在各科教学中培养学生的科技创新能力，开展发明创造活动？下面就本人在教学中的尝试谈几点个人不成熟的看法：（一）、重视情境教学，激发科学兴趣。“兴趣是最好的老师”，兴趣是推动学生学习的一种内在动力，而“兴趣志趣志向理想”是许多有作为的科技人员成长的轨迹，但是这种理想不仅仅是专业理想、职业理想的教育，也包括人生理想、道德理想和社会理想教育。学习兴趣是推动学生求知和主动探索的内驱力，能有效地挖掘学生蕴藏着的学习潜力和创新的热情。兴趣是创新的向导。纵观古今中外，许多科学家和发明家，往往从小就有某方面的兴趣和追求，促使他们一生为之探索和创造。学生对新鲜事物都会产生浓厚的兴趣，如何在实践中进一步激发他们对科技意识的兴趣，这便会对学生的“惰性心理”产生良性的变化，即通过“投机取巧”来创造、创新，以至发明。如用淀粉水在白纸上写字后看不出来，而用碘酒擦后便显现出来了，是什么原因产生了如此奇妙的变化？土豆块扔到水中会沉，而往水中加盐一定量时会惊奇地发现土豆浮了上来，是怎么回事呢？等等。老师可以多收集一些这样的小科技知识、故事激发学生对科技知识的兴趣，并引导他们参加实践，这样既可以激发学生对科技知识的兴趣，又让他们参予实践，可谓一举两得，同时也使学生的惰性意识在活动中有所减弱。（二）、创设良好的科技氛围，鼓励学生大胆质疑。巴甫洛夫说过：“怀疑，是发现的设想，是探索的动力，是创新的前提”。爱因斯坦说：“学生提出一个问题，往往比解决一个问题更重要”。一堂有实效的课，并不是单纯看教师向学生传授了多少知识，而要看教师围绕教学目标引导学生发现了、提出了多少个问题，思考了多少个“为什么”、“是什么”和“怎么办”，教师又通过哪些途径和学生一起解决了多少个“为什么”。只有引导学生探究问题，让学生自己提出问题，学生有了强烈的提问意识，才会主动地去探究知识，这是学习的动力，也是求知的源泉。学生提出的任何问题，即使是错误的或不得要领的，都是他们独立思考的结果，甚至是创新思维的萌芽。要让质疑在学生创新过程中正确地、最大限度地发挥其作用，应注意两点：一是善疑，二是敢疑。所谓善疑就是要提倡理智的怀疑，而不是盲目的怀疑。经过深思熟虑的、审慎、积极的怀疑，是科学发现的诞生与技术发明的产生的先导。而不假思索地怀疑一切，否定一切是创新发明的大敌。所谓敢疑就是不迷信权威。传统的观念不见得全是真理，权威人物也会犯错误。盲目地迷信权威和名人，把他们的每一句话都当作金科玉律，永恒真理，就会窒息自己的创造力，在前人的水平上停止不前。处于探索和创造过程中的孩子，尤其是当自己还是无名小辈时，一定要以锐不可挡的开拓精神，树立和提高自己的自信心，既要尊重名人和权威，虚心学习他们的丰富知识经验，又要敢于超过他们，在他们已进行的创造性劳动的基础上，再进行新的创造。大胆质疑要有胆魄，老跟在别人后面走，是永远也不会做出成绩的。一个人不敢站起来超过权威的高度，不敢越过传统这个雷池半步，他就不会有什么创见。我们要鼓励学生敢于背离正统向权威挑战，敢于对习惯的通行的观点提出异议。鼓起勇气，拿出胆魄，大胆质疑，努力创新。（三）、了解科学家的故事，发挥学生的主观能动性。要培养学生的科技意识，不能完全依赖于学生在“惰性心理”支配下的“投机取巧”。了解科学家的故事，感悟科学家献身科学的精神，发挥学生的主观能动性。说起“科学家”，同学们的心中往往会燃起一股崇拜、敬佩、羡慕之情。为他们的一项项伟大的发现与发明而赞叹不已。如组织学生观看影片居里夫人。从居里夫人的人生平经历中感悟成功科学家良好的科学素养和执着的精神，敏锐的科学洞察力，严谨的科学态度，勇于挑战公认看法和权威学说，为人类幸福而奋斗的伟大抱负和忘我的牺牲精神。因此许多同学也由此产生了当科学家的念头，可这些念头却只是成为他们偶尔的想法，因为他们总觉得自己与科学家之间似乎遥不可及，自己去发明创造似乎也是很遥远的事。在我们的语文教材中，有着许多关于科学家们发明创造的故事。如有趣的发现、动手试一试、世界上第一个听诊器等，作为教师应充分运用好这些教材，通过这些故事的学习，让学生了解他们发明创造的经过，拉近学生与科学家之间的距离，明白科学家也是和我们一样的。他们之所以能有发明创造，那是他们平时善于观察，肯动脑筋，善于从生活中发现问题，并勤于思考、努力解决问题。他们才有所发现、有所创造。并通过课外搜集有关科学家发明创造的故事，让孩子们以科学家为榜样，从小树立发明创造的志向，培养他们科技创新的意识，从而发挥学生的主观能动性。 （四）、引导学生善于观察，发现身边的科学知识善于观察、见微知着，是产生创新思维的重要前提和条件。教育应当是生活本身，生活和经验是教育的灵魂，创新离开生活和经验就不会生长，不会发展。对于小学生来说，他们年龄小知识经验贫乏，往往通过感知和依靠表象认知事物。将创新意识的培养融入生活，让孩子从生活中、从身边发现科学知识，这样，可以消除孩子对于科学创新的神秘感，让他们切实体会到创新并不是天方夜谭，发明创造并不是科学家的专利，科学就在我们的身边，我们的周围，创造仅属于用心观察、用心分析、用心思考的人。在教室里总有些孩子志趣相投，他们爱在一起玩，一起研究一些有趣的东西和现象。针对这种状况，教师可以因势利导，在班内组建各种活动小组，如：昆虫观察组、植物观察组、环境观察组、游戏研究组等。平时，鼓励他们多在生活中发现一些科学现象，并记录下来。如：为什么总是先出现闪电再打雷？在水里能听见声音吗？感应灯是用什么原理制成的？每周利用晨会或班会课组织孩子们进行讨论分析这些现象中的科学，让他们学会关注科学，分析科学。在此基础上再引导他们在原有的科学知识上进行大胆的设想，动脑筋进行科技创新。又如在家里：让孩子们观察记录一年四季周围景物的变化，感受四季的交替，时间的轮回；春天来了，到小河边观察蝌蚪的生长过程，探究生灵的奥秘；下雨之前，观察下雨前有哪些征兆，了解自然规律；炎热的夏天，吃着凉爽可口的冰激凌，马上就引导孩子想一想冰激凌为什么会冒烟，明白水汽的蒸发；洗澡的时候，观察放水时漩涡的方向，思考它与地球的引力是否有关系等。把这些日常生活作为科学创新教育的内容，不仅是孩子们获得直接经验的基础，也为孩子们认识周围世界、获得真正内化的科学知识和经验提供了前提和可能，为他们理解科学对人们生活的实际意义，从而培养了真正的内在探索动机，保持永久的好奇心和探究欲望提供了前提和实际背景。因此在教育过程中，教师一方面要关注孩子们最关心并且与他们有直接联系的现实生活，采用观察、探究、实验和操作的方法，激发他们全身心投入。另一方面要不断扩大孩子们的生活空间和活动范围，激发其广泛的兴趣和求知欲望，保持与延伸孩子们的好奇心和求知欲，让科学创新教育在自然生活的怀抱中孕育、生长。（五）、丰富科技创新实践活动，点燃学生创新之火实践是培养创新能力的摇篮，而科技创新教育活动则是从具体的活动中、游戏中、实践中培养学生科学思维能力最直接、最有效的一张王牌。当孩子们有了新的想法，新的设想，做老师的就要鼓励他们大胆地去尝试自己的想法。如果没有实践，再好的设想，再多的好点子，也只能是空想，毫无意义可言。鼓励孩子们去动手实践，在孩子的实践过程中尽可能的提供帮助和指导。纵观古今中外取得成功的科学家，他们成绩的取得又有几个不是来自于实践中呢？发现放射性元素“镭”的居里夫人，获得诺贝尔奖的丁肇中，设计出都江堰水利工程的李冰父子，被誉为“飞机之父”的莱特兄弟，昆虫记的作者法布尔.他们的事例无不证明了伟大的成功来自于亲自动手、亲身实践。而中国的孩子就是因为缺乏实践经验，我们则更需要一个很好的教育模式去培养他们，只限于课堂，限于课本，那就太狭隘了。教师要经常带领他们到大千世界去接触、去思考，在丰富多彩的课外活动中培养学生“试一试”的精神，达到培养创新能力的目的。如组织一定数量的“科技兴趣小组”，定期开展“科技小发明、小制作比赛”，开展“小发明、小创作知识讲座”、“交流会”等等。通过活动指导学生有意识的进行科技实践，同时各项活动都以学生自己组织为主，让他们各抒己见，各自谈自身的爱好特长，让每一位学生都能积极主动的参与科技活动，并在活动中有所提高，这在一定程度上也抑制了学生惰性心理的发展。孩子们一定会乐此不疲，并在活动中有所收获，有所创新。每年的科技节，是孩子们展现自己科技创新才能的舞台。那些粗糙小制作，可能就是将来的高科技产品；那些五颜六色的幻想画可能就是将来科技发展的方向。在科技节上，孩子们淋漓尽致地展现着自己。开展丰富的科技创新活动，可以点燃孩子们心中的科技创新的欲火。（六）、树立“大教育”观念，构建“一体化”的教育网络。树立“大教育”的观念，多渠道、多层次地实施对学生的教育。当今，学校无疑是学生教育最重要也是最主要的渠道。但这并不意味着孩子的教育仅仅是学校一家的任务。所以，一定要树立“大教育”观念。同时我们应共建学校、家庭、社会三位一体化的教育网络。通过“家长学校”让家长了解当前新行势及在教育改革中家庭所承担的责任，了解孩子“惰性心理”的“利”与“弊”，通过“一体化”教育这一形式和手段充分调动家庭教育的积极性，使家庭配合学校共同搞好各项科技、创新活动，让每一个学生都能在一个良好的环境中成长、成功！总之，时代在发展，社会在进步，以知识为先导的新世纪向我们伸出了双手，作为教师要不断更换自己的一桶水，与时俱进，造就时代精英。如今已经不是教授学生知识的时代，而是教学生学会学习，逐渐实现学生自学能力和创新能力的提高，最终实现个体的自我教育能力的提高，这是每个教师都应意识到的。培养小学生的科技创新能力是每位教师义不容辞的责任。参考文献：1、素质教育教育报 1999年4月17日2、创新系统版3、教育创新2004年第11期to clean and repair, it is strictly forbidden to head reaches into the mechanical stroke range. 17th article: in overhead transmission line following work should blackout, cannot blackout Shi, due isolation protection measures, crane shall not in overhead transmission line following work, through overhead transmission line should will lifting arm falls, in overhead line side work Shi, regardless of in any situation Xia, lifting arm, and rope or weights, and overhead transmission line of recently distance should not is less than Xia table provides: transmission line voltage 1000 v following 1-15 kV 20-40 kV 60-110 kV 220,000 v Allow minimum distances with the transmission line (m) vertical 1.5 level 1 1.5 2 3 4 5 6 4 6 18th: lamp voltage may not exceed 36 volts, when working in a damp place or metal containers, lamp voltage may not exceed 12 volts. 19th: pressure vessel should have a safety valve, pressure gauge, and avoid sun exposure, collisions, oxygen 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