Research On The Problems And Improvement Countermeasures Of Science After Class Learning In The First Grade Of Primary School

With the continuous advancement of the new curriculum reform,diversified teaching ideas and teaching methods are introduced into classroom teaching.Most of the traditional after-school learning is copying the learning content or exercise book.Students are easy to have resistance and weariness,and this kind of after-school learning design is not in line with the curriculum standards.The basic,open and logical characteristics of primary school science are prominent.If the teacher's designed after-school learning is not reasonable,it can not stimulate students' desire and enthusiasm for exploration,so the teaching effect can not reach the ideal state.The characteristics of science curriculum determine that the learning after class must show the characteristics of intelligence and interest.Therefore,teachers must make use of various educational resources to optimize the design of science after class learning.By optimizing the design of science after class learning,students' learning enthusiasm,initiative and creativity can be improved.In this paper,literature research,questionnaire survey,interviews as the main research methods,the first grade of primary school science after-school learning in-depth research.Therefore,on the basis of relevant literature review,the author takes primary school science teachers and first-year students in four schools in J City as the research object,carries out a questionnaire survey on teachers,selects some students for interviews,and finds that there are problems in primary school science after-school learning in the following aspects: lack of life-oriented learning design,not considering multi-disciplinary linkage,limited to knowledge-based goals;lack of classroom teaching The arrangement of after-school learning content is limited to the exercise book,which is monotonous in form,lack of selectivity,and lack of convergence of scientific learning methods between kindergarten and primary school;the evaluation subject of after-school learning is single,and the evaluation method is single,which does not play a substantial role in the growth and development of students.The formation of anything is not unilateral.After investigation and analysis,it is found that these problems mainly come from the following three aspects: the design of after-school learning does not reflect the characteristics of the discipline,teachers' understanding of the function of after-school learning is not in place,and the formulation of evaluation methods for after-school learning is relatively rough.In order to attract the attention of the first grade primary school science after class learning,and promote the development of students,this paper puts forward feasible optimization strategies with students as the main body.First of all,after-school learning design: after-school learning design should be close to life,integrate disciplines,and promote students' all-round development;second,after-school learning layout content: online and offline combination,hierarchical layout,highlight students' learning personality,conform to students' psychological characteristics,and make after-school learning full of children's interest;finally,after-school learning evaluation: the evaluation subject is diversified,the home is rich Long term participation in the evaluation,enrich the way of after-school learning evaluation,evaluation feedback incentive,promote the development of students' personality.