【摘 要】
：
在小学科学教学中,为了引导学生领会某个概念,教师常给学生精心准备了一套有结构的材料,对问题进行反复研讨,确保学生的学习不旁生枝节。从一定程度上讲,这能恰到好处地使学
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在小学科学教学中,为了引导学生领会某个概念,教师常给学生精心准备了一套有结构的材料,对问题进行反复研讨,确保学生的学习不旁生枝节。从一定程度上讲,这能恰到好处地使学生深刻领会科学概念。但事实上,科学教学不应该是如此简单,而应该是极其复杂的。师生之间对于科学概念的理解存
In primary science teaching, in order to guide students to comprehend a certain concept, teachers often carefully prepare students with a set of structured materials to conduct repeated discussions on the issue so as to ensure that students’ learning experiences are not gone by. To a certain extent, this can just as well enable students to profoundly understand the concept of science. But in fact, science teaching should not be so simple, it should be extremely complex. Between teachers and students to save the concept of science
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