实验法是中小学生需要掌握的一种科学研究方法，实验设计环节是实验研究的重点和难点。然而调查显示，小学五年级学生对对比实验的概念还比较模糊，在具体情境中辨别各种变量方面还存在较大困难。计算机仿真程序的出现为培养小学生实验设计能力提供了便捷的条件，学生可以基于仿真在短时间内安全、多次、重复地设计实验并实时获取实验数据从而验证实验假设。本研究以嵌入了计算机仿真模型的WISE科学探究平台中的“设计保温杯”项目为学习材料，通过准实验法研究基于仿真的科学探究学习能否有效提高小学五年级学生的实验设计能力。研究选取山东省潍坊市某小学五年级一班的45名学生（其中男生22人，女生23人）作为被试，实验前将被试随机分成两组，实验组1为“独立探究组”（n=23），学生每人使用一台电脑进行学习；实验组2为“协作探究组”（n=22），学生每两人一组使用同一台电脑进行学习。前测显示两组学生在实验设计能力方面没有显著性差异。经过“设计保温杯”项目的学习后发现，两组学生实验设计能力均有显著性提高，但“独立探究组”和“协作探究组”的后测成绩差异不明显。根据学生先验知识水平将学生分为A（先验知识水平高）、B（先验知识水平中）、C（先验知识水平低）三组进行进一步分析发现， A组和B组学生实验设计能力提高显著，C组学生提升不明显，这也进一步验证了先验知识在科学探究学习中的重要性。

The experimental method is a kind of scientific research method that primary and middle school students need to master. The experimental design is the focus and difficulty of experimental research. However, the survey shows that the concept of comparative experiments is still vague in the fifth grade primary school students, and there are still major difficulties in distinguishing various variables in specific situations. The emergence of computer simulation programs provides convenient conditions for cultivating pupils' experimental design capabilities. Students can safely and repeatedly design experiments based on simulations in a short time and obtain experimental data in real time to verify experimental hypotheses. In this study, the “Designing Thermal Cup” project in the WISE scientific inquiry platform embedded with a computer simulation model is used as a learning material. Quasi-experimental methods are used to investigate whether simulation-based scientific inquiry learning can effectively improve the experimental design ability of fifth grade primary school students. A total of 45 students (including 22 boys and 23 girls) from a fifth-grade primary school in Weifang City, Shandong Province, were selected as subjects. The subjects were randomly divided into two groups before the experiment. The experimental group 1 was an “independent inquiry group” ( n=23), students each use a computer to learn; experiment group 2 is a “cooperative study group” (n=22), and students use the same computer for learning every two people. The pretest shows that there is no significant difference in experimental design ability between the two groups of students. After the “Designing Thermal Cup” project, it was found that the experimental design capabilities of the two groups of students were significantly improved, but there was no significant difference in the post-test performance between the “independent research group” and the “cooperative research group”. According to their level of prior knowledge, the students were divided into three groups: A (high level of prior knowledge), B (medium level of prior knowledge), and C (low level of prior knowledge) to conduct further analysis and found that students in group A and B significantly outperformed students in group C. This further validates the importance of prior knowledge in scientific inquiry learning.