Problems in kindergarten science

X. Some Problems in Science Education Activities in Kindergartens

Author: Zhao Yanxia

L, preface

Qian Xuesen's question of the century and his emphasis on people's scientific literacy have aroused people's unprecedented concern about science education and made people start to think deeply. As an important part of science education, children's scientific activities are self-evident. As a kindergarten teacher, the author found several puzzling basic problems in the teaching process and guiding practice, and talked about his personal understanding of these problems.

2. General knowledge education and scientific activities

Scientific activities are scientific, enlightening, local and life-oriented. However, in the practice of kindergarten science education, there are some deviations in the understanding of the connotation of scientific activities. Some teachers believe that scientific activities are primitive common sense education, and its main content is to focus on the natural environment that children are familiar with in their lives. Teachers use collective teaching to let children remember some simple truths, or slightly increase their participation and hands-on operation in activities.

In fact, scientific activities combine the curriculum of science (that is, mathematics, physics, chemistry, biology, geography and nature) and the development history of science and technology (that is, the main manifestations and development characteristics of science in ancient times, modern times and contemporary times). However, due to the limitation of class hours and other reasons, science has been a recognized difficulty for kindergarten teachers and students for many years, which has not been solved for a long time. In order to solve this problem, kindergarten teachers' schools can turn biology, physics and chemistry into compulsory courses, and appropriately increase the relevant experiments of these courses, so that students can effectively apply them to science education activities in kindergartens.

3. Command "inquiry" and take the initiative to "inquiry"

Kindergarten science education is a process in which children actively study science under the guidance of teachers, and experience, feel and gain perceptual knowledge and experience about the material world and its relationship. However, in the actual science education activities, we often find that compared with the original common sense activities, some teachers only add some links for children to play and watch by themselves when organizing science activities, and then teachers guide children to draw established conclusions according to the original procedures, thinking that such activities are scientific inquiry activities. This shows that teachers still have some misunderstandings about "inquiry" in scientific activities. They think that as long as children experience and operate, it is inquiry, and "inquiry" is equivalent to hands-on learning activities.

In fact, "inquiry" in the process of scientific activities is a process of letting children use their brains. Children can actively participate in scientific activities, use their hands and brains, and let them learn the skills and methods to solve problems in real life. Therefore, in the process of organizing scientific activities, teachers should pay attention to children's thinking in observation, guess and question the results, and be able to discuss, ask and solve problems in groups.

4, knowledge and skills, emotional attitude

Kindergarten education is enlightenment education. However, we still attach importance to the mastery of scientific knowledge, ignoring the cultivation of scientific methods and skills and scientific emotional attitude. In the process of kindergarten teaching, the pursuit of "primary school" is only the blind pursuit of knowledge achievement. I don't know that "teaching people to fish" is not as good as "teaching people to fish". Only when children master the correct learning methods and attitudes can they draw inferences from others and develop their intelligence better.

At present, the Ministry of Education emphasizes the requirements of the goals of all ages. It is hoped that teachers can fully understand the essence of the Guide in the process of organizing activities, effectively and reasonably guide the development of children's scientific activities, truly become "teaching people to fish", cultivate children's interest and actively participate in activities. This is our real scientific activity.

5. Textbook content and real life

In the actual teaching activities of kindergartens, teachers mainly rely on ready-made teaching reference books to design and organize teaching activities. The starting point of teachers' teaching is "teaching" rather than "learning". Teachers take it for granted that science is simply to teach children simple knowledge of nature and physics, without paying attention to the fact that science itself is close to the requirements of real life, without paying attention to children's thinking level, which is limited to concretization, thus leading most children to think that scientific activities are too easy or too difficult to stimulate their interest in scientific activities.

In order to change this situation, it is necessary to establish a new view of teachers. Teachers should be supporters, collaborators and guides of scientific activities. Teachers should provide children with a lot of materials, in which children can actively explore and constantly guide them to gain correct experience and get real development.

6, scientific experiments, production and scientific phenomena

The contents of scientific activities include mathematics, physics, chemistry, biology, geography, science and technology, and the contents are very extensive. Such as physics, including physical experiments and physical phenomena. However, in the actual activities of kindergartens, teachers only choose some small scientific experiments or small productions, and simply think that scientific inquiry can only be realized in experiments and productions, while ignoring the perception of scientific phenomena in the surrounding life. Some teachers ignore children's cognitive level and ability when choosing small scientific experiments and small productions, and the activity design pays too much attention to novelty, which leads to the deviation of children's acceptance.

Therefore, in the design activities, whether it is a small scientific experiment, a small production or a scientific phenomenon, children can explore, but the methods used in the exploration process are different, so that children can learn different skills. For example, the "change of the moon" (a scientific phenomenon) that needs long-term observation can let children observe the moon at home every night and let them record the situation when the moon changes significantly by painting, so as to deeply understand the scientific phenomenon. This long-term observation method and the ability to record with pictures are aimed at cultivating children's exploration ability, which is not only exploration in classroom experiments and production, but also called "exploration".

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