随着新课改的推进,小学科学教师对于如何开展探究教学有了可借鉴的模式和思路,如今在科学课堂上我们经常看到教师们组织学生动手探究的场景,这是非常可喜的变化。然而我们也发现在没有深刻领会新课改理念的前提下,部分教师的科学课堂存在“程序化”“浅表化”的倾向。具体表现在:一是在课堂教学中虽然教师们也能让学生去猜测、去动手、去讨论、去交流,但教学的各个环节仅仅停留在蜻蜓点水式的表面层次,对于每个环节的实效性缺乏深入的思考和研究;二是有的教师片面地认为只要学生“活动”了,就是“探究”了,于是课堂之上处处是活动,可谓热闹非凡。 With the advancing of the new curriculum reform, elementary school science teachers have some reference models and ideas on how to carry out inquiry teaching. Nowadays, in science classrooms, we often see the scenes in which teachers organize students to explore themselves. This is a very welcome change. However, we also found that under the premise of not deeply understanding the concept of new curriculum reform, some teachers’ science classrooms tend to be “programmatic” and “superficial”. Specific performance: First, although in classroom teaching teachers can also allow students to guess, go hands-on to discuss and exchange, but the teaching of all aspects of the surface only stay at superficial level, the effectiveness of each link Lack of in-depth thinking and research; second, some teachers think that as long as the students “activity ”, it is “inquiry ”, so the classroom is full of activities, can be described as crowded.