近年来,随着我国中小学科学教育改革的深入,探究性学习受到了前所未有的重视.实施了探究性学习方式,人们发现在大多数情况下,课堂气氛变得活跃,学生的学习主动性得以发挥,这是可喜的收获.但是,如果反思我们正在进行的各种不同形式、不同类型的探究性学习方式,一个很自然的问题? In recent years, with the deepening of science education reform in primary and secondary schools in our country, inquiry learning has received unprecedented attention. Implementing the inquiry learning method, people found that in most cases, the classroom atmosphere became active and the students’ learning initiative was able to This is a gratifying gain. However, if we reflect on the various forms and types of inquiry-based learning that we are conducting, what is a natural problem?