【摘 要】
：
小学科学是一门以实验探究为主的课程,而实验材料作为科学课堂实验探究的重要载体,是学生密切接触的对象.在传统教学中,实验材料一般由教师收集、准备和整理,学生直接接触现
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小学科学是一门以实验探究为主的课程,而实验材料作为科学课堂实验探究的重要载体,是学生密切接触的对象.在传统教学中,实验材料一般由教师收集、准备和整理,学生直接接触现成的实验材料,实验结束后忽视对实验材料的整理,导致学生对实验材料缺乏全面认识和管理的能力,影响学生科学素养的均衡发展.本文通过阐述运用“预备单”的策略,帮助学生有目的、有方向地进行实验材料的收集、选择、操作和整理,培养学生的实验材料管理能力.
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