The goal is to implement the guidance of science education. In the choice of content and objectives, teachers should first study the teaching materials carefully and understand the general objectives of the teaching materials. Secondly, when making the specific implementation plan of activities, we should determine the required goals at different levels according to the actual situation, ability and level differences of children in this class, and make necessary adjustments and decomposition to the overall goals, so that the goals of each small activity can meet the needs of promoting the development and improvement of children's ability in this class. Third, it should be clear that each sub-goal serves the overall goal. With a clear goal, we can choose and design the content of scientific activities and carry out scientific education activities.
Second, pay attention to the teacher's experiment on the materials before the activity.
Before organizing activities, teachers should try out the materials themselves to determine whether the materials are suitable for activities and whether they can directly target educational goals. In the attempt, teachers should exclude inappropriate materials and materials that interfere with the formation of children's experience. For example, when designing a "falling body" activity, I thought of cartons and building blocks at first, but through my own experiments on materials before the activity, I found that although the weights of the two objects are different, the falling speed at the same height is basically the same, which interferes with the experience of children's falling speed relative to the weight of the target object, so I gave up the carton material and chose square plastic molding to try again. This time, the falling speed of square plastic molding and building blocks is obviously different.
Third, we should pay attention to the application of lead-in method when designing and organizing activities.
The Guide to Learning and Development for Children Aged 3-6 also puts science education in an important position, and clearly points out that "you are close to nature, love to explore, have the initial ability to explore, and know things and phenomena around you in the process of exploration". Preschool children are young, have poor self-control ability and are psychologically unstable. They are interested in everything and get bored easily. Therefore, when designing scientific activities, teachers should pay attention to using lead-in activities to stimulate children's interest and curiosity from the beginning, so that children can actively participate in exploration activities and feel the mystery of science, thus generating the desire of "I want to learn". As long as there is interest, there will be motivation, and with motivation, there will be innovation and success. Good lead-in activities play a very important role in stimulating children's interest and promoting the success of educational activities.
(A) through the introduction of experience
Preschool children have accumulated some life experience. Although these experiences are intuitive and superficial, they are personally felt by children and are closely related to their lives. They can always stimulate children's excitement and make scientific exploration activities go smoothly. For example, in the activity of "magic little tube", the scene of "accidentally spilling water, then wiping it with paper, but not drying it, and then letting children try to help me dry it" was introduced to stimulate children's interest. In this session, children are asked to use their existing experience to support him to complete this task, because children usually wipe the table with towels, and they have the knowledge and experience to know that towels can dry water. Then in the next design, let children know that this water absorption phenomenon is capillary phenomenon, and want to insert a small thin tube into the water to demonstrate the process of water rising, so that children can intuitively observe this phenomenon, help children understand what capillary phenomenon is, and know that water originally rises along this small thin tube, helping children improve their knowledge and experience. Therefore, when organizing popular science education activities, we can contact children's existing knowledge and experience and introduce them from experience, so that children can naturally enter the activities. When children notice these problems and then guide them to explore the reasons, children have the desire to explore, and the exploration activities have achieved good results.
(2) Material import
The materials in the activity are suggestive and can stimulate children's interest in operation. In the final analysis, the materials in children's science education activities are prepared for children's perception, observation and operation. By playing, touching, pinching and knocking, children will have a strong desire to explore. For example, in the "Magic Fingerprint" activity, I prepared some common tools to observe fingerprints in advance, such as magnifying glass, inkpad, transparent adhesive, paper, pen and so on. When children see it, they can't help playing with it. I said, "Please look, touch and try the magnifying glass and inkpad in front of you. What did you find? " Children are absorbed in playing with all kinds of operating materials in front of them, and naturally enter the process of exploration. By providing each hand with a magnifying glass, they can see more clearly, so that they can draw different fingerprint shapes, understand the characteristics of fingerprints and know that everyone's fingerprints are different. The whole activity children are in a positive state, which reflects the good interaction between teachers and children, and the process is smooth, supernatural and clear. In the activity, children can extract fingerprints by different methods, which gives full play to their independent learning and creativity.
(C) by the story import
Story is a favorite literary form of children, which deeply attracts children with typical characters, plots and vivid and beautiful language. Applying this form of story to the introduction of science education can attract children's attention and stimulate their desire for further exploration. Most of the stories used in the introduction activities are short and pithy, which are closely related to the content of the activities and can quickly cut into the theme. Generally, you can choose ready-made scientific fairy tales or improvise them by teachers, but the stories must be related to activities, leading the activities with stories and giving play to the leading role of stories. For example, in the activity of "crow drinking water", I first told the children the story of "crow drinking water", and then asked questions to inspire the children to think: can a crow drink water by putting a water bottle in a chess piece? Besides these methods, what other materials can crows use to drink water? Through the story, the children all want to play, and they have a strong curiosity and desire to explore further. By adding boring and monotonous scientific knowledge to vivid story content, children can naturally be influenced by scientific knowledge in interesting story appreciation.
(d) Import from the environment.
You can also use the surrounding environment to directly introduce popular science education activities. Environment is a necessary condition for children to study science and carry out scientific activities. In the constant contact with the surrounding environment, children interact with objects through activities such as perception and operation, so that children can devote themselves to the activities and gain a lot of scientific experience. The Regulations on Kindergarten Work also points out that it is necessary to "create a good environment suitable for education and provide opportunities and conditions for children's activities and performance." In a relaxed and harmonious environment, children can concentrate on trying and exploring if they feel safe psychologically. For example, when organizing the "Autumn Leaves" activity, I took my children for a walk outdoors to enjoy the beautiful scenery. I naturally asked the children, "Look at these trees. What do you find?" The children's attention immediately focused on observing the trees. There are many forms of import activities. Besides the above, children's songs, riddles and games can also be used to lead in. After selecting the topic content, we should carefully choose the appropriate lead-in method according to the actual situation, so as to stimulate children's interest in activities as soon as possible and mobilize their enthusiasm and initiative in participating in activities. Fourth, questioning is the main effective strategy for teachers to guide children to actively explore.
The educational proposal in the scientific field of "A Guide to Learning and Development for Children Aged 3-6" puts forward that children should be guided to think and observe things comparatively and continuously by asking questions. Therefore, before the operation, the teacher must let the children operate with questions, and the effect is definitely different. In science teaching activities, questioning can be said to be the basis of successful teaching. Questioning is one of the techniques for teachers to guide children to actively explore, which can stimulate children to focus on inquiry activities and internal psychological activities and truly realize children's learning and development. In scientific activities, I summarized the following ways of asking questions:
1, encourage questions.
Encouraging questions should be directed at everyone, not one person, and teachers should try to involve more children in answering questions. For example, in the "Electric Toys" activity, I designed a question: How do you install the battery? What's the secret on the battery? Find out if there are any tips and good methods to install batteries quickly and correctly. This kind of question can stimulate children's enthusiasm for participation.
2. Divergence problem
There is no definite answer to this question, which can cultivate children's originality, flexibility and accuracy, and is also conducive to training children's problem-solving ability. For example, in tumbling activities, my question is very specific: "Which object will tumble?" Please find it. "The problem is very specific, let the children know what the task is. And use "What do you think will happen?" "What did you find" and other questions. These divergent questions are very open and have no definite answers, but they can widely collect children's ideas, encourage children to think positively and have the desire to explore actively.
Step 3 ask questions in layers
The problems of design in teaching should be graded. For example, in the "interesting sounds" activity, the teacher asked: "Do these materials make the same sound in a small bucket?" "How does that sound?" "What sound have you heard?" Under the guidance of this layered questioning, children actively think and express themselves, review their findings in operation, comb their experiences together and construct scientific concepts; The design of the question is in-depth, helping children to explore and discover step by step on the basis of the original experience and enhance the experience.
In addition, we can also use a variety of methods, ways and means to cultivate children's inquiry ability. Kindergarten science education requires teachers to be good at discovering and respecting children's interests when carrying out scientific activities, and to incorporate children's interests and problems into the content of science education, so as to make children fully practice and think. In the activities, teachers should change from the traditional teaching and organizing roles to guiding and cooperating roles, support children's "thinking" and encourage them to ask questions boldly. Actively guide children to discuss, explore, cooperate, communicate and share, and constantly create a more open, interesting and relaxed exploration environment for children's science education activities.