《科学》是以培养学生科学素养为宗旨的一门学科,在新课程实施之初,教师和学生一起探究并不断解决各种教材的疑难问题。随着时间的推移,教师对教材逐渐熟悉,同时对教材的新鲜感逐渐下降,疑难问题不再“疑难”。从“疑难”活动中的实例入手,通过聆听专家的“疑难”报告并调查相关内容,再结合自己平时的教学,从中发现教师对科学本质的理解有明显偏差。 Science is a discipline that aims to cultivate students’ scientific literacy. At the beginning of the new curriculum, teachers and students explore and solve the difficult problems of various teaching materials constantly. With the passage of time, teachers gradually become familiar with the teaching materials, while the freshness of the teaching materials gradually declines, and the difficult problems are no longer “difficult”. Starting from the examples in the “difficult” activities, by listening to the experts ’“difficult” reports and investigating the relevant content, combined with their usual teaching, we found that teachers’ understanding of the nature of science is obviously biased.