《小学科学课程标准》明确指出“探究是科学学习的核心”。新课程实施以来,这一理念已在广大科学教师心中扎下了根,并且指导着教师的教学。科学课上,我们看到学生亲自动手操作、亲自体验,体验着一个又一个的探究过程,科学课呈现出了与以往常识课明显不同的特点:学生动手机会多了。然而,学生的科学探究到底情况如何?以探究为核心的课堂效果到底如何?我以一节研究磁铁的实验课进行小结和反思。 “Primary Science Curriculum Standards” clearly states that “inquiry is the core of science learning.” Since the implementation of the new curriculum, this concept has taken root in the hearts of a large number of science teachers and has guided the teaching of teachers. During the science class, we saw that students hands-on themselves, experienced and experienced one after another inquiry process. The science class showed distinctive features from the common sense classes: students had more chances to start their own activities. However, what is the situation of the student’s scientific inquiry? What is the effect of the inquiry-centered classroom? I will summarize and reflect on an experimental class of magnet research.