教育部新颁布的《3-6岁儿童学习与发展指南》(以下简称《指南》)指出:“幼儿科学学习的核心是激发探究兴趣,体验探究过程,发展初步的探究能力。”然而在实践中,笔者观察了很多的科学探究活动,发现由于教师对其核心价值把握程度不一,在组织活动时很容易出现种种问题。一、问题描述1.问题一:探究兴趣的激发属于“尽量激发”。许多教师能贴近幼儿的实际生活,挖掘其感兴趣的内容,而对于幼儿在探究过 The newly promulgated Guide for Learning and Development of Children 3-6 (hereinafter referred to as the Guide) states: “At the core of child science learning is to stimulate interest in inquiry, to experience the process of inquiry and to develop preliminary inquiry skills.” However, In practice, I observed a lot of scientific inquiry activities and found that due to the different levels of mastery of their core values, teachers are prone to problems in organizing activities. First, the problem description 1. Question one: the excitement of the exploration of interest is “try to inspire ”. Many teachers close to the actual life of young children, mining their interest in content, and for young children in the past