从学生探究的角度出发,小学自然中的实验可分为三类:第一类是让学生发现问题的实验;第二类是让学生积累事实的实验;第三类是让学生用所学的知识解决实际问题的实验。例如《毛细现象》、《渗透现象》等课的实验就是这三类实验的范例。俗话说:“眼观百遍,不如手做一遍。”动手实验这一教学手段,符合儿童喜欢自己动手摆弄、尝试的心理特点,符合儿童需要经过动作思维感知建立具体形象才能进行抽象思维的认识发展规律。现代的创造教学观也认为,获得科学结论的过程比结论本身更为重要。这是一种与传统的教学观念有着本质区别的全新的教学理念。其实,实验的过程既是学生参与探究自然事物的过程,也是思维的外显过程。因此,在自然教学中,加强实验教学,无疑能培养学生的创造精神,无疑是培养学生创造性思维的良好途径。那么,怎样才能实现这一目标呢? From the perspective of the students to explore, the experiment in the nature of primary school can be divided into three categories: the first is to let students discover the problem experiment; the second is to let students accumulate facts; the third is for students to use what they have learned Experiment to solve practical problems. Experiments such as Capillary Phenomena and Penetration are examples of these three types of experiments. As the saying goes: “The eye of a hundred times, it is better to do it again.” Hands-on teaching this teaching method, in line with children like to try it yourself, try the psychological characteristics, in line with children's needs through action thinking to establish a specific image perception to abstract thinking Development Law. The modern concept of creative teaching also believes that the process of obtaining scientific conclusions is more important than the conclusion itself. This is a completely new teaching concept that is essentially different from the traditional teaching concept. In fact, the process of experiment is not only the process of students participating in exploring natural things, but also the explicit process of thinking. Therefore, in the teaching of nature, strengthening experimental teaching undoubtedly can foster students 'creative spirit, which is undoubtedly a good way to train students' creative thinking. So, how can we achieve this goal?