在探究式科学教育活动中,为了调动幼儿参与活动的积极性,培养乐于探索、善于合作的精神,教师常常会采用小组合作的方式来组织幼儿自主探究的环节。因为,这种方式不仅有利于促进同伴间的交流,让幼儿在探究过程中获得相互协作的方法,还可以学会倾听、学会借鉴同伴的经验、学会取长补短,从而自主地建构知识。但在实际操作过程中我们发现,不是任何教学内容都适宜采用合作的方式的,教师在采用合作的方式时还存在着一 In inquiry-based science education activities, in order to mobilize the enthusiasm of young children to participate in activities and cultivate a spirit of exploration and cooperation, teachers often use group cooperation to organize young children’s self-exploration. This is not only conducive to promoting communication between peers, allowing young children to learn how to collaborate with each other in the process of inquiry, but also learning to listen, learn from the experience of peers, learn from each other’s strengths and build their own knowledge. However, in practice, we found that not any teaching content is appropriate to adopt a cooperative approach, teachers in the use of cooperation there is a way