教师精心设计、选择、提供有结构、有价值的学习材料,是有效探究式教学得以开展的根本,是学生真正自主参与实践、自行探究的前提,也是促进学生形成一定科学素养的关键。本文以《传热比赛》一课为例,来研究小学科学有效探究教学中结构性学习材料的界定、选择、使用三个层面的问题。 Teachers carefully design, select, provide structured and valuable learning materials, is the basis for effective inquiry teaching can be carried out, is the premise for students to truly participate in practice, to explore themselves, but also to promote students to form a certain scientific literacy. This article takes “Heat Transfer Contest” as an example to study the problems of defining, selecting and using structural learning materials in primary effective scientific inquiry teaching.