实验教学活动承载着知识目标和素养目标培养的任务,在课堂实验教学活动中,实验往往被认为是一种操作的程序,而非发展学生的载体。要想充分发挥实验作为一种教学方式的意义,教师就要转变对实验教学的定位认识:将实验是活动转向实验是一种教学方式;将实验从流程成败管理转向为概念建构提供资源;将实验作为掌握知识的过程转向让学生获得学习创新的通道。 Experiments and teaching activities carry the task of cultivating knowledge goals and accomplishment goals. In the classroom experiment teaching activities, experiments are often regarded as a kind of operational procedure, rather than developing students’ carrier. In order to give full play to the significance of experiment as a teaching method, teachers should change their position and understanding of experiment teaching: to change experiment from activity to experiment is a kind of teaching method; to shift the experiment from success or failure of process to resource of concept construction; Experiments, as a process of mastery of knowledge, are turning to channels for students to learn and innovate.