1. Seize the opportunity to generate scientific activities that children are interested in. Once, two children took a napkin at the same time, and the paper was torn in half. The children talked about it: "napkins are really not strong." I seized this opportunity and designed and organized this scientific activity. The children have always been interested, enthusiastic and effective in learning. From this, I realized that teachers should always be conscientious, be good at observing, be diligent in thinking and be willing to practice, tap the factors of science education in children's lives and let science education return to life.
2. Contact life and reveal the meaning of scientific knowledge. Combining science education with children's life, not only learning topics come from life, but also guiding children to use scientific knowledge to solve problems in life. In this activity, children use their knowledge of paper fiber orientation to make powerful paper ropes to solve problems in life, and truly realize that scientific knowledge can serve life. Doing so can narrow the distance between children and science and make children feel close to science.