幼儿天生好奇好问,但对科学本身的探索欲望却来自教师的培养。在科学教学实践中,我深切感受到,活动中的提问,不仅是一种教学手段,更是一门艺术,问题设计得好,教学环节会一环接一环,层层递进,教师的主导,幼儿的主体就能淋漓尽致地体现,可以启发幼儿的思维,充分调动幼儿学习的积极性,课堂气氛活跃。问题设计不当,就会造成过程零散、脱节,启而不发,变成教师毫无价值的自问自答。 Toddlers are naturally curious, but their desire to explore science comes from the cultivation of teachers. In the teaching of science, I deeply feel that questions in activities are not only a kind of teaching method, but also an art. The problems are well designed. The teaching links are connected one after another. Dominant child care body can vividly reflect, can inspire children’s thinking, fully mobilize the enthusiasm of children learning, class atmosphere. Improper design of the problems can result in fragmented processes, disconnections, and problems that can not be solved by the teachers themselves.