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小学科学是一门形象性很强的学科:瑰丽多彩的自然现象,是科学研究之源;生动直观的实验,是科学研究之本。小学生学习科学,最大的困难在于无法直接完成从直观现象、感性知觉到逻辑思维、理性分析的质的飞跃,如何在两者之间铺设自然过渡的台阶?我们实验组就如何发挥图例的作用,渗透形象思维于科学教学过程做了一些有益的尝试。
Primary science is a highly imaged subject: magnificent and colorful natural phenomena, which is the source of scientific research; vivid and intuitive experiments are the basis of scientific research. The primary difficulty for pupils in learning science lies in the inability to directly accomplish the qualitative leap from intuitionistic phenomena, perceptual awareness, logical thinking and rational analysis. How to lay a natural transitional stage between the two? How can our experimental group play the role of a legend, Permeate the image of thinking in science teaching process to do some useful attempts.