“吹泡泡”是低年级学生非常喜欢的一项游戏。而要把吹泡泡游戏设计成科学活动,并体现出科学教育的价值,就需要科学教师关注儿童的已有经验,并通过具体的、有预设的吹泡泡科学活动,让儿童积累科学经验。而不是传递“静态的科学知识”。【案例一】教师用吸管演示吹泡泡,引发学生的兴趣。师:你们想玩吹泡泡游戏吗?那么,我们一起先来制作一杯吹泡液吧!师:做吹泡液需要用什么材料呢? “Blowing Bubbles ” is a very popular game for juniors. To design a bubble game as a science activity and embody the value of science education requires that science teachers pay attention to the children’s existing experience and let the children accumulate science through specific and predetermined bubble science activities experience. Instead of passing “static scientific knowledge”. Case 1: The teacher used a pipette to blow bubbles and provoked students’ interest. Teacher: Do you want to play bubble games? Then, let’s make a cup of bubble liquid first! Teacher: What kind of materials do you need to make bubble liquid?