新课改以来,小学科学教学理念发生了深刻的变革,其根本标志在于从过去注重知识的学习,到现在关注科学问题的探究。可以说,问题探究是科学课的核心价值和本质追求。但大多的科学探究出现“失重”现象,亟须纠偏。一、课堂教学生动但不深刻同新课改之前的课堂相比,如今的科学课堂生动得多。老师的教学很注重学生的求知心理,无论是实验的设计,还是活动的组织,都特别留心学生的兴趣取向,并顺着学生的心智要求,让学生“动”起来。于是,我们的科学课上,学生的小手忙得不亦乐乎,小嘴巴也说个不停。课堂教学兴味盎然、生动活泼,从表面看来,确是学生喜欢的课堂,也是我们科学教学的理想效 Since the new curriculum reform, profound changes have taken place in the philosophy of science teaching in primary schools. The fundamental sign of the reform is that from knowledge-based learning in the past to research on science now. It can be said that problem inquiry is the core value of science and the essential pursuit. However, most of the scientific inquiry appears the phenomenon of “weightlessness”, which urgently needs correction. First, the classroom teaching vivid but not profound Compared with the new curriculum before the classroom, today’s science classroom is much more vivid. The teaching of the teacher places a lot of emphasis on the students’ psychology of seeking knowledge. Regardless of the design of the experiment or the organization of the activities, the teachers are especially concerned about the students’ interest orientation and follow the students’ mental requirements so that the students can “move” together. Thus, our science class, the student’s hand is too busy, little mouth also said non-stop. Classroom is full of flavor and lively, and on the face of it, it is really the class that students like and it is the ideal effect of our science teaching