小学生学习科学的主要方式是经历教师精心预设的探究情境,充分调动感官和已有经验,获得对前概念的修正和补充,形成新的科学概念。所以,教师在设计学生探究活动时秉承的教学理念显得尤为重要。活动中是偏重对知识的推理和分析,还是强调学生的体验和感悟?探究时是先想好了再做为好,还是做完后进行总结反思为宜?文章从这两方面对教师设计探究活动的出发点进行了简略地辨析。 The primary way for pupils to learn science is to go through the well-researched inquiry situations of teachers, to fully mobilize the senses and existing experiences, to obtain the revision and supplement of the former concepts and to form a new scientific concept. Therefore, teachers in the design of student inquiry activities adhering to the teaching philosophy is particularly important. Is the emphasis on the reasoning and analysis of knowledge in the activities, or on the experience and perception of the students? Is it advisable to do a good job of reconsidering the inquiry or summarize the reflection after doing the work? The article probes into the teachers’ design from these two aspects The starting point of the event was briefly analyzed.