作为新课程改革的理论支持与基础,建构主义理论中的知识观、学习观、学生观、教学观以及师生角色的定位都给我们进行课堂教学改革的研究和实践提供了有力的诠释。为此,我在小学科学课的教学设计中应用了建构主义理论,进行了一些有益的尝试。建构主义理论认为:学习是一个积极主动的建构过程。学生能够根据先前认知结构主动地和有选择地知觉外在信息,建构其意义学习。教学中教师不是重在讲授, As the theoretical support and foundation of the new curriculum reform, the constructivism’s viewpoints of knowledge, learning, student, teaching, and the orientation of teachers and students all provide powerful explanations for the research and practice of classroom teaching reform. For this reason, I applied constructivism theory to the teaching design of primary science class and made some useful attempts. Constructivism theory: Learning is a proactive construction process. Students can actively and selectively perceive extrinsic information based on previous cognitive structures and construct their meaning learning. Teachers in teaching is not focused on teaching,