First, the relationship between the input of scientific activity materials and the design of teachers' questions should be hierarchical and systematic.

Second, giving full play to the value of materials and grasping the materials that question scientific activities as the operating objects of children's activities are the development of children's ability to explore, observe and discover. Therefore, teachers should grasp the question design when children explore these materials to support and trigger children's learning and development.

Third, observe and evaluate the implementation of children's operation, which really plays the role of sharing evaluation. Scientific activities emphasize the evaluation of sharing, communication and display after activities, so as to promote children's development, which is another challenge that teachers face when designing guiding strategies for asking questions in scientific activities. .