How to carry out kindergarten The practice and research of educational activities

The process of kindergarten science activities generally includes: guessing, operating, verifying, recording, communicating and summarizing, how should we guide young children to carry out inquiry activities?

Four, the use of appropriate educational strategies to stimulate children's interest in inquiry, cultivate children's ability to explore.

Just now we mentioned that a very important point in the goal of early childhood science education is: to stimulate children's interest in science activities. With a clear goal, what strategies should we adopt in practice to realize this goal?

(1) Choose different methods to attract children and stimulate their interest in science activities.

1. Stimulate interest by experimental manipulation.

Operating materials are suggestive and can stimulate young children's interest in operating, so in science activities, provide young children with a large number of operable materials to stimulate young children's interest in science activities is very useful. For example, in the middle class science activities such as the "magic bubble", before the activity, the teacher asked the children: "Do you know what materials can blow bubbles?" Then provide children with many materials that they think can blow bubbles, (such as straws, wire mesh, small iron circles, pencil ......) so that children in the operation to try and find the answer. The use of experiments, ingenious suspense, so that the children's interest in learning is more intense; in the process of repeated experiments children's curiosity is constantly stimulated, and constantly satisfied, so that the children's learning is always in a positive and happy state of activity.

2, the game method to stimulate interest.

The game is the most popular activity among young children, and it is a natural activity for young children to take the initiative. Science activities in the clever combination of rational scientific knowledge to the game, can effectively stimulate the enthusiasm of young children to participate in activities. For example: "interesting shadow", "interesting light spot", "understanding magnets" and other activities, teachers can use the game method (such as stepping on the shadow, I teach the shadow to learn gymnastics, you catch up with me, kitten fishing ......), to stimulate the children's interest in participating in activities, in the game, children found out that the shadow is a good friend of ours, along with the changes in our movements and changes; also know what happens during the day, and what is the most important thing. change; also know what time of day the shadow is the longest (short); magnets can attract iron products and so on. This is a common and frequently used strategy in daily educational activities.

3, the problem situation method to stimulate interest.

Learning from thinking, thinking from doubt. Young children's active thinking is often from the beginning of the question, there are questions in order to inspire young children to explore, and stimulate the desire to seek answers. Teachers in the guidance of young children in scientific activities to put forward quality questions, create a problem situation, in order to step by step to guide young children to scientific exploration. For example, for the science activity "Topping Cardboard" in the older class, the teacher can design the following question: "Among the cylindrical blocks and pencils, which material can top the cardboard?" (Children guess and then verify and find that both materials can) "Can you use the tip of a pencil to top up the cardboard?" "Why can't you tip it up?" "Where can you put the tip of the pencil to lift the cardboard?" Under the guidance of the teacher's questions, the children feel the challenge of the inquiry activity, which makes the children interested in the scientific inquiry activity itself, and more actively explore and try to seek the answers in their own minds.

4. Stimulate interest with the teacher's affections.

Emotion is the "catalyst" for interest. Effective learning is emotional learning, there is no enthusiasm there can be no persistent exploration of the truth. Young children have the characteristics of good imitation and susceptible to suggestion, the teacher's favorite, often is the young children like, the teacher's words and deeds have a direct impact on them. Therefore, teachers should infect children with the emotion of full of love for science activities, and guide children to participate in science activities with curious looks, vivid language and interesting forms. Often in the adult view is not worth strange things, the children will feel incomparable novelty, therefore, we should try to meet and comply with this kind of psychology, understand them, more is to play with them, see together, explore together, so that the children from the teacher's expression of action to learn to deal with things such as the attitude and method. I have no choice but to cover my ears, frowned, a very painful expression, at this time, some children found my appearance, aware of their own behavior, and quickly stop knocking, slowly back to quiet, I seize this opportunity to let the children to review the feelings just now, through the comparison, the children understand the good sound can make people feel good; noisy and noisy sound makes people very uncomfortable, is the noise, in normal times! All of us should be careful not to make noise, so as not to affect others, which has a certain educational effect. Again, with these spoons, I inadvertently realized that they could actually illuminate human figures, and that the concave and convex surfaces illuminated very different images, which was very interesting. So I said to the children in a very surprised and mysterious tone, "Wow, my spoon is a magic mirror!" Then, I said, "Oops, it's so ugly. ......" Under my infection, the children also lifted up the spoon and took a picture of it, and in a short while, they realized that the concave side of the spoon reflected themselves upside down, while the convex side reflected people in a frontal and slightly distorted way. They realized that the concave side of the spoon showed them upside down, the convex side showed them in a positive and slightly distorted shape, and they also found that the handle showed them in a long and thin silhouette, which was really fun! In this way, while we laughed and looked at ourselves, we initially grasped the difference between concave and convex imaging, which was a good preparation for the next step of perceiving the characteristics and functions of concave and convex mirrors. Based on this randomized activity, our science group designed the science activity "Ha-ha Mirror on a Spoon" and observed and discussed it, forming a more complete set of information to be included in our garden-based curriculum.

5, the use of multimedia courseware to stimulate interest

Multimedia courseware can present text, pictures, video and sound, but also can be required to play a certain segment or screen, it is in the creation of problem situations, demonstration of supplementary information (text, pictures), insert simulation animation (video), etc. has the advantages of the traditional teaching is incomparable, by the children love. For example, the science activity "The Protective Colors of Animals" in the older class is an activity with strong knowledge but low operability generated by our group according to the theme of "Animals", combined with the actual situation of young children, and from the perspective of safety education. Teachers through the play a video: in full of mysterious, dynamic music, a chameleon was placed on the table, a pair of hands in front of it one by one put red, green, purple, black sunglasses, when it climbed over the obstacles at the same time, the color of the body then changed into the corresponding red, green, purple, black ...... this video The process of the chameleon's color change is specific, graphic and vivid in front of the children, so that the children fully feel the special ability of the chameleon to rapidly change its body color with the environmental changes, stimulating the children to further explore the desire of the animal's protective color. The teacher then demonstrated the relevant courseware, in the vivid image of the picture, the children know like the dead leaf butterfly, bamboo worms, polar bears and other animals are the use of protective colors to hide in the environment similar to their own body color to protect themselves, and there are some animals are able to change with the environment and change their own body color, to hide themselves, can better protect themselves. For example, chameleons, color-changing lizards and other animals. In addition, some animals are using their colorful appearance to intimidate the enemy, to achieve the effect of repellent, warning, so as to protect themselves. This is how animals make use of protective colors, and what do humans do? We through the classroom, showing the army in the field combat, training scenes, without the teacher to say more, the children have a very intuitive understanding of how the military is the use of protective colors to camouflage themselves and weapons, tools. Then linked with the band in real life, wearing white or other light-colored clothes in the summer is cooler; sanitation workers, traffic police clothing, construction sites, such as eye-catching barriers to serve as a warning, are good examples of people using protective colors. Of course, some children mentioned the masked robber who wears black at night, while we affirmed his statement, we immediately educated them that they can't make use of the protective color to do bad things ...... Because of the special charm of the multimedia courseware, it makes the children very interested in this activity. Of course, in addition to the above methods there are some other methods can also stimulate the interest of young children, like storytelling and so on, teachers can also go to the generalization and summary.

(2) Questioning is an effective strategy for teachers to guide children to explore actively.

In most science activities, children's manipulative activities are emphasized. Many times we will see children are very busy, very engaged, very happy in the operation of the material, but, after careful observation, it is not difficult to find such a phenomenon: the operation is only in a superficial form, the teacher in the children's operation before the operation did not put forward a clear request or task, so the children's operation seems to have no purpose, some children play, play, play, play, play, play, play, play, play, play, play, play, play, play, play and play. In science activities we want to cultivate children's problem-solving ability or purely children to play on the line? Therefore, before the operation of the teacher must let the children with the problem to operate, the effect will certainly be different. For example: "interesting sound" this activity, the teacher asked the question: "respectively, the glass beads, blocks, paper clips, small stones, these materials into the tea can, the sound will be how? You guys give it a try!" The children manipulated with more purpose and interest with the question and soon identified a variety of sounds. So the question is like a needle pulling the operation and exploration of the "line" step by step forward, so that children's exploration activities more effective.

In science teaching activities, questioning can be said to be the basis for successful teaching. The same situation put forward different questions, the depth and breadth of the initiative of young children to explore is completely different. Questioning is one of the techniques used by teachers to guide young children's active inquiry, which can motivate young children to focus on inquiry activities and internal mental activities, and truly realize young children's learning and development. Teachers can use the following types of questions in science activities:

1. Encouraging questions

Encouraging questions should be directed at the whole group rather than at a single individual, and the teacher should try to get more children to participate in answering the question, or let other children express a different viewpoint or share a certain point of view after a certain child has answered the question. For example, "Where else have you found convex mirrors?" (rearview mirrors on cars, convex mirrors on corners in neighborhoods) "Do you know how trees are transported to the lumberyard after they are cut down in the mountains?" "Who else has different ideas?" and other encouraging questions to expand the participation of the question, and gradually develop the interest and ability of all children to answer questions.

2. Diffuse questioning

This kind of questioning has no limited answers, which can cultivate children's originality, adaptability and sophistication, and is also conducive to exercising children's problem-solving ability. For example, in the "Interesting Sounds" activity, the teacher asked: "What do you feel when you hear the sound of glass beads falling to the floor? What sound does it sound like that you've heard?" In the Recognizing Air activity ask, "Do you know where there is air?" This is a diffuse question, the question is very open, there is no definite answer, but it can be very broad to collect the children's ideas, this question can prompt the children to think positively, and produce the desire to actively explore.

3, hierarchical questioning

Vygotsky, a famous Soviet psychologist, believes that "only teaching in front of the development of good teaching, otherwise it will act as the tail of development". Young children's knowledge experience and level of difference, in order to let each child can be improved on the basis of the original, we designed in the teaching of the question to reflect the hierarchy, for example: "Interesting sound" in the activities of the teacher so that the question: "These materials were put into the tea canisters to make the same sound?" "What does it sound like?" "What sounds do you hear?" Guided by such hierarchical questions, the children actively think and express themselves, review their findings in the operation, *** with the combing of experience and the construction of scientific concepts. Another example is "Please children take a look at what the teacher brought? Do you all recognize them?" "What are these things alike?" "What do the numbers on them stand for?" "What do these numbers do?" The questions are designed to go deeper and deeper, starting from the children's existing life experience, helping the children to think, explore and discover step by step, utilizing the hierarchy to deepen gradually, enriching knowledge and constructing concepts. This enables children to enhance their experience on the basis of the original foundation, reflecting the developmental principle.

4, contradictory questions

In the process of exploration and discovery of young children often do not pay attention to those contradictory events, at this time the need for teachers to put forward contradictory questions, to attract their attention, so as to carry out a more in-depth investigation. For example, in the small experiment of "playing with ice", the two children think that pouring hot water will melt quickly, but in practice, the two children have the same method but the time used to melt the ice is different. The teacher timely seized the cognitive contradiction between the children and asked the question: "You both used the method of pouring hot water, why did it take a shorter time and a longer time?" This question in the children's understanding of the known and unknown contradictions between the children, thus stimulating the children further to explore the desire to repeatedly try to compare the river, the children found that the same hot water, the more you pour ice will melt faster, so the time used is shorter! Another example: In the activity "Where is the water?", the children questioned and argued whether the water squeezed out of the fruits, and the teacher seized the conflict in time: "Who is right in the end? Who is right? Is the water squeezed out of the fruit? Go and fill some water and compare." Such guidance is conducive to mobilizing the children's enthusiasm for further exploration, so that the children's active exploration is more in-depth. Through comparison and discussion, children find that water is transparent, colorless and tasteless, while fruit juice is colored and flavored. In science activities, there are often contradictory conflicts (may be cognitive conflicts between children, may be the child's own original cognition and new cognition of the contradiction between), these need to be captured by the teacher in a timely manner in the activities, the use of contradictory questioning in time to lead the way, help children to take the initiative in the construction of scientific concepts.

5, open questioning

Open questioning is to inspire children in a certain problem scenario, from the multi-dimensional to find ways to solve the problem, so as to promote the children's active thinking, active learning, and an effective way to get development. These questions do not have ready-made answers, so they provide creative imagination and creative thinking space for young children. Open-ended questions, which ask questions in a variety of forms, such as "If ......, then ......"; "What do you think should be done? " , "What else do you think about this issue?" And so on.

For example: in the activity of playing with sand, the teacher showed the children the sand basin, which was mixed with pebbles

peanuts and green beans, the teacher asked: how to separate these things?

Wenwen said, "Use your hands to pick up the pebbles, peanuts and green beans and put them into three bowls."

The teacher asked, "What else can you do?

Liangliang said: first use a sieve to sift down the finest sand, and then pick up the rest

The teacher asked: what other ways are there that are different from theirs?

Dongdong said: we three people work together, one person to pick up pebbles, one person to pick up peanuts, one person to pick up mung beans, the rest is the sand,

Honghong said: pick up the way is good, but the mung beans are too small, not good to pick up, it will be very slow, we use two sieve, one with the sand mesh, sieve the sand, and then use the larger one to sieve the mung beans, so that's better,

Teacher: Which way is the most convenient and fastest? kind of way is the most convenient and fastest? Some say that winter's way fast, some say red red way fast, the children discussed very warmly, finally the teacher said you group experiment, with your own think the fastest and most convenient way to try it!　　　　　　　　　　　　　　　　　　　　　　　　　　

When teachers ask open-ended questions to children, they stimulate children to generate their own questions with new ideas, which promotes the development of their creative thinking and problem-solving skills, and teachers can also understand the current state of knowledge and experience from children's answers and questions.

6, active and effective questioning

"Questioning", as the name suggests, is to get to the bottom of the problem and ask why, ask the whereabouts. The teacher's "questioning" is often to understand the children "why do you think so?", "why do you say so? "Why did they say that?" and "Why do they do it?" In other words, it is a means by which teachers try to understand what children think and feel by asking questions.

For example, in the "magical water column" science activity, the teacher provides children with two bottles with different thicknesses, the same water level, and the same height of the holes, which are labeled as No. 1 and No. 5 bottles.

The teacher asks, "Which bottle do you think has a hole that sprays water farther?"

The children answer, "I think #1 squirts farther!"

The child responds, "I think #5 squirts farther!"

At this point the teacher promptly follows up with, "Why do you think #1 sprays farther!" "Why do you think No. 5 sprayed far!"

The children answered, "Because No. 1 bottle is thick, so I think he will spray far."

The toddler replied, "Because the little holes are the same height and bottle #5 is thin so I think it sprays farther!"

Through the teacher's "questioning", a child's logical thinking about the problem is presented to everyone, not only enabling the teacher to understand the child's thinking process, but also providing everyone with the "listening and understanding of other people's ideas", It also provides an environment for teacher-student and student-student interactions, such as "listening and understanding others' ideas", "discovering others' problems", and "questioning each other by peers". In the next step of the activity, it will help the teacher to guide purposefully and to trigger a broader exploration of ideas in the process of problem solving.

In short, the teacher's questioning of young children should follow a general principle, that is, they should try to avoid asking young children questions that point to a clear or distinctive tendency, such as the science activities of the small class, "Moving Water", "Let's use a spoon to move water, okay?" (Children answer: Yes.) This kind of question belongs to this category. Because children tend to guess the teacher's intention to answer, in the long run, children will form a kind of bad habit of thinking that relies on the teacher's hints, and do not think positively when encountering problems, but rather speculate on "how the teacher wants me to answer", "how to answer the teacher will like"; In addition, teachers should also try not to ask children only two choices of answers, such as "right", "good", etc., this must choose one of the two questions to limit the children's thinking, and in the long run, children's original active thinking will inevitably fall into a The first thing that you need to do is to get your hands dirty.

(C) the use of a variety of methods, ways and means to cultivate children's ability to explore.

1. Provide every child with real opportunities for inquiry.

According to Piaget's theory of cognitive development: "Young children must discover and recognize the objective world through their own activities, and constantly construct and perfect their own cognitive patterns." In science activities to create a respectful, supportive environment for young children, in order to ensure that each child has the opportunity to fully interact with the material. Follow the principle of "children in the front, teachers in the back; try in the front, guidance in the back; activities in the front, discussion in the back; operation in the front, conclusions in the back", first let the children to explore, observation, brain, hands, the teacher is not in a hurry to tell the method, the answer to let the children explore the material, their own discovery, in the children's full activities and independent thinking, and then the teacher to summarize the results. After the children's full activities and independent thinking, and then the teacher to give a generalization, summary.

For example: in the "magic of electricity" theme, children in the exploration of "how to make electric toys move", a child for the "kitten fishing" toy battery, I found that two 5 batteries in the battery. When a child was installing batteries for the "Kitten Fishing" toy, I realized that one of the two No. 5 batteries was installed backwards, but I didn't say anything to stop it. Sure enough, when the switch was turned on, the "fish" did not turn, and she immediately realized that something was wrong and tossed and turned, not knowing what to do. I encouraged her to ask another child to help, and the child asked her, "Did you put the batteries in?" "Did you put the batteries in the right way?" After getting a positive answer, some children guessed that "the battery must be dead" and "I'll lend you mine". A child enthusiastically wanted to change the battery for her, but when she opened the battery cover, she immediately realized that "Oops, you've put the batteries in backwards". A child enthusiastically wanted to change the batteries for her, but when he opened the battery cover, he immediately realized that "Oops, you have installed the batteries backwards", "Let me see, ah, they are really installed backwards! I've come to install ......". When the "fish" turned happily and made music, the children immediately cheered. Children in the activity through the perception of the discovery of the problem, analyze the problems faced, the full use of existing experience to make conjectures and assumptions, and then hands-on verification, according to the facts observed to draw conclusions, and can be exchanged among peers to share the process of exploration and the results of the young children is their most memorable life experience. If the teacher intervenes early, the children will lose this valuable opportunity.

It is important to give every child the opportunity to fully explore, but the teacher's timely guidance is more likely to enhance the children's experience, for example: in the activities of the "understanding of magnets", I first provided the children with magnets, nails, pins, sticks, paper, cloth and other works, some of these items can be magnetized, and some can not be, the children through the operation of the intuitive perception of the characteristics of the magnets can attract iron products. After the children perceived the basic properties of magnets, I provided bar magnets, horseshoe magnets, broken magnets, demagnetized old magnets, so that children can understand that magnets have two poles, magnets can break and other knowledge. And ask the children questions: does the broken magnet have magnetic poles? How do you know if the magnetic force of the old magnet has become smaller? Then, tell the children how to place the magnet correctly and how to protect the magnet so that it does not demagnetize. Use to deepen children's understanding of magnets.

2, to provide children with sufficient time to explore, cultivate children's ability to explore.

In practice we are often affected by the old sense of education and teaching programs and life routine limitations, very cruel to curb the children's desire to explore, exploration activities without the guarantee of time, the children naturally lose the opportunity to practice self-constructive knowledge and experience, and more unlikely to develop the spirit of perseverance and problem-solving ability to explore, so we must pay attention to: Adequate time for inquiry can improve children's ability to explore, and well cultivate children's conscientiousness, meticulousness, pragmatism and other scientific qualities.

For example, in the exploration section of the "and dough" activity, teachers and students **** with the collection of materials needed to try and dough process is placed in the regional activities to provide children with sufficient time to explore, repeated attempts to their own time and again and again in the pasta experience, children experienced failure, but ultimately they were successful. eventually they were successful. The children gained the experience of mixing noodles in a long period of repeated operation and practice, and learned that the ratio of water to noodles must be appropriate. Such experience is not given to the children by adults, but is the conclusion obtained by the children's own full exploration, and the children are the ones who take the initiative in the process of exploration, and through real practical exploration, they discover and obtain useful experience and scientific concepts. Therefore, in the process of organizing science activities, teachers must have the consciousness of ensuring the time for exploration.

3. Encourage children to mobilize multiple senses to participate in the exploration process.

In science activities we must pay attention to let the children use a variety of senses to explore the surrounding world, access to information, find problems, find answers. Teachers to provide children with suitable manipulative materials, fully mobilize children's senses, invite children to touch the material, carefully observe with their eyes, smell with their noses, use their ears to listen to and perceive the sound, and use language to express their feelings and so on are mobilizing the children's senses to participate in the activities, so that children naturally gained a useful experience.

4. Actively guiding and encouraging children to participate in group discussions to develop a sense of cooperative learning and ability.

The Outline points out that "we should cultivate children's awareness and ability to cooperate in learning, and learn to use various ways to express, communicate, and share the process and results of exploration," which is a higher requirement for our early childhood science education. In the activities of "Packing Race" and "Little Binder" of the first class, it is difficult for children to operate alone, so the teacher can use group cooperative learning, encourage children to cooperate in the process of exploration, and organize children to communicate and express themselves in the group, which not only allows children to review and reflect on their own exploration activities, but also share their new discoveries with their teachers and peers in a timely manner, and produce a collision of ideas. They can also share their new discoveries with teachers and peers in a timely manner and generate collision of ideas; enjoy the joy brought by discoveries and the sense of achievement and pride brought by successful operation. The cooperative learning approach also has a positive effect on the development of young children's social nature, the enhancement of scientific quality and the formation of a sound personality.

5, guide children to learn to record, give full play to the role of the record sheet in the exploration activities.

With the increasing depth of the reform of kindergarten science education, in recent years, teachers' practical exploration has become more active, to carry out inquiry-based science activities has become the focus of teachers. In the process of young children's inquiry, the use of records is a relatively new issue for teachers, but also more confused. Our science project group also conducted a discussion on the issue of record keeping. Here I will talk about some of the practices of our science group from the design and use of record forms for young children, as well as the problems that require special attention in the recording of scientific activities for young children.