How to Combine Multiculturalism with Science Education in Kindergarten

Creativity is an important content of talent training. In the pre-school stage, science and art are important supports for children's creativity. Our garden has been deeply involved in life-oriented scientific activities and comprehensive art education for a long time, trying to find a breakthrough in the integration of science education and art education from the perspective of cultivating innovative talents facing the future and respecting children's own learning rules and characteristics, and trying to explore the appropriate opportunity and effective path for the integration of science and art to promote the improvement of children's scientific literacy and humanistic literacy.

Starting: Based on the perspective of children's development, looking for an opportunity for the integration of science and art.

From the characteristics of children's learning and development, scientific thinking and artistic thinking will naturally interact, cross and supplement, which provides an opportunity for the organic integration of scientific education and artistic education.

Whether it is scientific inquiry or artistic expression and creation, children's real life and interest are the foundation. In the practice of kindergarten, children can give full play to their imagination, express the observed clouds in different shapes with body movements, handicrafts and paintings, or translate them into literary language. We find that there is no so-called gap between "science" and "art", and children's scientific observation often becomes the content of their artistic creation. Therefore, based on the scientific activities of "coming from life and returning to life", kindergartens organically integrate art as a support in the process of children's exploration and discovery, which broadens children's exploration horizons, enriches children's thinking patterns, extends children's creative appearances and strongly supports children's scientific learning.

While appreciating the beautiful things in life, children often raise their own doubts and curiosity. From knowing "what" to exploring "why" and "how to do it", I express my exploration and discovery with the help of symbolic languages such as pictures, colors and shapes. The acquisition of experience is gradual. Teachers have gradually realized the goal of "science+art", that is, to capture the elements of science and art based on children's real life, support children to explore science while feeling a better life, and constantly explore the "truth, goodness and beauty" core of science and art to develop children's creativity.

With the deepening of activities, the growth foundation of the combination of science and art has been strengthened, and teachers' support and guidance for children are closer to the current and future development needs of children. On the one hand, it emphasizes the life principle of "from life, returning to life", and incorporates the things that children are interested in, the questions they want to explore and the activities they like into the content of science education to generate science education activities; On the other hand, around the forward-looking principle of "facing the modern, facing the world and facing the future", while encouraging children to discover, perceive and experience the beauty of science, and then use science to create beauty, they also pay attention to the formation of children's scientific values and moral qualities of loving nature, caring for life and caring for the environment.

Plumpness: paying attention to children's interest in inquiry and expanding the path of integration of science and art

Children's exploration is becoming more and more abundant, and art, as a one-way path to the beginning of scientific education activities, has been unable to meet the needs of the continuous extension of activities in exploration. Therefore, we changed the single starting point from art to science to double starting point in the early stage, so that science education can be more energetic with the help of the lighting of artistic sparks in different promotion periods.

On the one hand, art can be regarded as the starting point of science education from scratch. By grasping the opportunity of scientific inquiry implied in art education activities and excavating the artistic image, scientific inquiry activities covering artistic thinking will naturally expand. Teachers should attach importance to children's curiosity about art activities, grasp the scientific principles contained in them randomly, and support children's active exploration from art to science. For example, based on the interest in the picture book Rabbit Darling, children are very interested in playing the shadow play Rabbit Darling. What's that shadow play? What materials do you need to complete a shadow play? This has become a scientific problem that children need to explore and solve in the process of artistic creation.

On the other hand, art can be used as the starting point of "one-to-many" in science education. In the process of children's scientific discovery or scientific inquiry, supplemented by artistic means and methods, children are encouraged to express and explore scientific principles in a more emotional and intuitive way. Teachers have found the organic connection between artistic representation and children's specific thinking, which makes children's scientific creation under the dense art more warm and emotional. For example, shadow play, as a traditional folk art, opens the door to explore the mystery of the relationship between light and shadow in the scientific world while children perceive this art. In the process of shadow play "Rabbit Darling", children have experienced some problems, such as the animal image can not be presented, the wolf can not be seen by the audience because it is hiding behind a big tree, and how the rabbit's red eyes can be presented. These problems contain many scientific principles. It is in the process of finding and solving problems that children gradually perceive the appearance and overlap of shadows. The whole process of inquiry is also the process of artistic creation. It is in the process of artistic creation that children realize comparative observation, guess verification and draw conclusions, and then discover the mysteries of science and develop the ability of scientific inquiry.

Perfection: to meet children's individual needs and create an environment where science and art are integrated.

Every child has a unique idea, and the cultivation of creativity is realized in the agitation of different ideas. We strive to create a space environment that can promote the integration of science and art and ignite children's enthusiasm for scientific exploration, stimulate children's scientific exploration and thinking with artistic interactive language and forms, and strive to support each child to reach the original level of development.

Children grow up in the interaction with the surrounding environment, and we have gradually explored a space environment with "six natures" to awaken children's enthusiasm for scientific inquiry. Specifically, playfulness emphasizes attracting and triggering the positive interaction and exploration between children and the environment with natural and interesting game situations; Enlightenment pays attention to the capture and excavation of the scientific opportunity of "what" and "why" in the environment, which stimulates children's problem consciousness while stimulating their senses; Variability refers to the dynamic generation and continuous enrichment of environmental content according to children's interest points, and the formation of systematic environmental space on the basis of the promotion and expansion of activity themes; Accommodation is a scientific activity that grasps the integration of the main line of science in the overall environment, thus supporting life in the interaction of various environmental spaces; The challenge is based on the layered environmental materials provided by the children's recent development zone, which leads children to make creative association, reasoning and induction in the interaction with the environment; Humanism pays attention to the infiltration of humanistic care, artistic aesthetics and other elements in the environment, and constantly stimulates children's enthusiasm for inquiry through a relaxed, dynamic and aesthetic environment.

Effective interaction between teachers and children is a powerful guarantee for the effectiveness of educational activities. In the integration of science and art, we skillfully use artistic expressions and interactive forms to create a more aesthetic and imaginative activity atmosphere. In terms of language expression, different from the descriptive language that emphasizes rigor, accuracy and standardization in scientific activities, the language in artistic situations emphasizes emotional feelings and is more emotional. Based on the artistic situation, teachers can not only attract children's interest with exaggerated words or facial expressions, but also amplify children's sensory experience, thus fully stimulating children's interest in exploration.

In addition, with the help of the feeling of "incoherent and infinite meaning" in art, before the scientific principle is revealed, it can be covered with a mysterious veil by artistic expression, thus causing children to actively explore. For example, in the form of interaction, teachers guide children to explore scientific phenomena such as light, film and sound transmission through the dramatic process of multi-person performance and props production, and enhance their sense of accomplishment in the final performance; Choose music with scientific phenomena as its content, stimulate children to experience the rhythm of music according to the content of songs, realize scientific conjecture, and promote the two-way expansion of art appreciation and scientific cognition; With the help of painting, the complex speculative process and rigorous invention process are displayed in life in a way close to children, and children are also encouraged to appreciate the beauty that science brings to the world with artistic eyes.

The integration of art makes scientific activities full of humanistic colors, meets children's learning interests and emotional needs, and urges children to constantly reconstruct their cognitive experience in the collision and blending of various psychological activities. While giving full play to imagination and creativity to find solutions to problems, children's comprehensive qualities such as social communication and practical ability can be deepened and expanded.