自本世纪以来,我国小学阶段的科学课程发生了深刻的变化,即实现了由原来的自然课向如今的科学课的跨越。这不是简单的名称的置换,而是内在学科品质及学科定位上的改变,其中最重要的一点就是突出了科学课的探究性。也就是由原来的注重知识的传授,到如今关注能力培养和科学素养的提升。这无疑是科学学科可喜的进步和发展。但在具体的实施过程中,由于片面强调科学课的探究性和理性研究,致使当下科学课在很大程度上背离了传统自然课基于学生认知论的要求,从而在科学 Since the beginning of this century, profound changes have taken place in the science curricula in primary schools in our country, that is, from the natural curricula to the present-day science curricula. This is not a simple replacement of names, but a change in the quality of internal disciplines and positioning of disciplines. The most important point is to highlight the inquiry of science lessons. That is, from the original emphasis on knowledge imparted to now concerned about the ability to cultivate and enhance scientific literacy. This is undoubtedly a welcome advancement and development in science. However, in the specific implementation process, due to the one-sided emphasis on the exploratory and rational research of science class, the current science class has largely deviated from the traditional natural class based on the requirements of student’s cognitive theory, thus in science