科学创新起始于大胆的猜想和卓越的预见力,同时还要让学生懂得大胆的猜想不是目的,只是手段,要达到目的,还要有严谨的实验证明过程。猜想和实验之间的关系密不可分,在进行不同类型的科学实验前,应根据不同实验类型,切实了解学生相应的已有经验和知识基础,并以此合理组织学生进行针对性的猜想活动,这个活动过程包括“收集已有知识和经验信息→将信息与猜想的问题进行比较、分析、归纳、概括→形成对研究问题的假设性结论→按照一定的方式进行表述”。在猜想活动中促成学生和 Scientific innovation starts with bold conjecture and superior predictive power, but also to enable students to understand bold conjecture is not an end, only means to achieve the goal, but also rigorous experimental proof process. The relationship between conjecture and experiment is inseparable. Before carrying out different types of scientific experiments, we should know the corresponding existing experience and knowledge base of students according to different types of experiments, and then organize students to conduct targeted conjecture activities reasonably. The process includes “gathering information about existing knowledge and experience → comparing information with conjectured issues, analyzing, summarizing and summarizing them → forming hypothetical conclusions on research problems → formulating in a certain way”. Contribute to student and conjecture activities