在小学科学实验教学中,存在着偏重自主、忽视主导,偏重形式、忽视实质,偏重体验、忽视思维等不良倾向,制约了小学生科学素养的形成。在实验教学中,教师必须注重指导和调控,准确定位教学起点,引导学生进行深入思考,从而全面提升科学素养。 In primary science experiment teaching, there are some unhealthy tendencies such as self-dependence, neglect of domination, emphasis on form, neglect of essence, emphasis on experience and neglect of thinking, which restrict the formation of pupils’ scientific literacy. In experimental teaching, teachers must pay attention to guidance and regulation, accurately locate the starting point of teaching, and guide students to think in depth so as to enhance their scientific literacy.