本文通过对小学生科学前概念形成的心理归因分析发现,小学生科学前概念的形成中往往存在简单枚举、错误推理、主观臆测和望文生义等误区,表现出混淆不同概念、概念内涵模糊和概念外延错误等问题,为此,我们提出了基于前概念的小学科学概念教学对策:尊重已有概念,调整教学内容;创设矛盾情境,修正错误概念;提供教学模型,帮助重建概念。 By analyzing the psychological attribution of pupils’ pre-science concepts, this paper finds that there are often misunderstandings in the formation of pre-science concepts such as simple enumeration, false reasoning, subjective guesswork and literary quotation, confusion of different concepts, conceptual ambiguity and conceptual extension For this reason, we put forward the concept of primary science teaching strategy based on the concept of the former: respect existing concepts, adjust the teaching content; create contradictory situations, correct the concept of error; provide teaching model to help rebuild the concept.