表象是物体没有呈现的情况下,头脑中所出现的该物体的形象.历史上,很多的科学发现和创造都归功于人类丰富的表象储存.本文认为表象与感知觉、形象思维、想象力和情感都有着重要的联系,表象的训练对右脑的开发也有促进作用.在小学科学教学中,教师应利用科学课程内容广泛的特点,帮助儿童积累表象,同时在进行科学探究和技术产品制作时,合理地利用表象进行教学可以产生事半功倍的效果.

观察是最基本的科学研究方法之一，也是小学生构建科学认识的开端。本文研究了观察与感知觉之间的内在联系，总结出了与感觉相关的观察方法——放大法、转化法和对比法，并且发现知觉的选择性、整体性、理解性和恒常性分别影响着观察的目的性、顺序性、精确性及判断力。在小学科学教学中，教师可以运用感知觉的特性设计观察活动，达到教学目的并培养学生的观察品质。 Observation is one of the most fundamental methods of scientific research, and also the beginning of students’ scientific understanding. Here, we studied the connection between observation and perception, and summarized some methods that related to sensation, i.e., amplification, conversion and comparison. We find that perception’s selectivity, integrity, understanding, and constancy have an influence on observation’s purposiveness, sequence, accuracy and judgment, respectively. Teachers can utilize the characteristics of the perception to design the observation teaching activities, which could realize the teaching purpose and cultivate the students’ observation quality.