实施新课改后,小学科学课堂教学质量有了明显的提高,学生的观察、探究能力得到重视和培养。然而,在部分科学课堂教学中,仍然存在着探究不实、学生观察与探究能力被忽略、探究活动过程化、形式主义等问题。究其原因,一个很重要的因素,就在于教师并没有真正把学生当做探究的主体,把探究的主动权还给学生。因而,提高科学课堂教学质量的一个关键,就在于教师要把探究的主动权还给学生,让学生真正成为探究的主体。就此,本文谈几点个人的认识和体会。 After the implementation of the new curriculum reform, the quality of primary science classroom teaching has been significantly improved, students’ observation and inquiry skills have been valued and cultivated. However, in some science classroom teaching, there still exist some problems such as inaccurate inquiry, ignorance of students’ ability of observation and inquiry, process of inquiry activities, formalism and so on. The reason, a very important factor, is that teachers do not really regard the students as the main body of inquiry, to explore the initiative to students. Therefore, one of the keys to improve the quality of science classroom teaching is that teachers should return the initiative of inquiry to students so that students can truly become the main body of inquiry. In this connection, this article talk about a few personal understanding and experience.