Children's scientific learning is a process of trying to find similarities and differences and connections between things in the process of exploring specific things and solving practical problems. In the process of exploring natural things and using mathematics to solve real life problems, children not only gain rich perceptual experience and fully develop thinking in images, but also initially try to classify, sort out, judge and reason, and gradually develop their logical thinking ability, laying a foundation for further learning in other fields.

The core of children's scientific learning is to stimulate their interest in inquiry, experience the inquiry process and develop their preliminary inquiry ability. Adults should be good at discovering and protecting children's curiosity, make full use of natural and real life opportunities, and guide children to learn to discover, analyze and solve problems through observation, comparison, operation and experiment. Help children accumulate experience and apply it to new learning activities to form lifelong learning attitude and ability.

The characteristic of children's thinking is concrete thinking, so we should pay attention to guiding children to learn scientifically through direct perception, personal experience and practical operation, rather than inculcating and strengthening training in pursuit of mastering knowledge and skills.

Scientific inquiry

Goal 1 Be close to nature and like to explore.

3 ~ 4 years old, 4 ~ 5 years old, 5 ~ 6 years old

1. I like to get in touch with nature and am interested in many things and phenomena around me. 2. Always ask questions or fiddle with things curiously. 1. I like to touch new things and often ask some questions related to new things. 2. Always use your hands and brain to explore objects and materials, and enjoy it. 1. Questions that interest you always get to the bottom of it. 2. Can often use your hands and brains to find the answer to the question. I feel excited and satisfied when I find something in my exploration.

1. Always bring children into contact with nature to stimulate their curiosity and desire to explore. For example:

Provide children with some interesting inquiry tools, and use their curiosity and enthusiasm to infect and drive them.

Discover and share new and interesting things or phenomena around you with your children, and look for answers to questions together.

Keep and accumulate interesting explorations and discoveries by taking photos and drawing pictures.

2. Sincerely accept, support and encourage children's exploration behavior in many ways. For example:

Take children's problems seriously, guide them to guess and think, and do some simple investigations or interesting experiments with children when possible.

Tolerate children's behavior of soiling, messing up or even destroying things due to exploration, and guide children to clean up after activities.

Choose some operable, diverse and multifunctional toy materials or waste materials for children, and encourage children to disassemble or make toys themselves on the premise of ensuring safety.

Goal 2 has the ability of preliminary inquiry.

3 ~ 4 years old, 4 ~ 5 years old, 5 ~ 6 years old

1. You can observe the things you are interested in carefully and find their obvious characteristics. 2. Can use a variety of senses or actions to explore objects, and pay attention to the results of actions. 1. Can observe and compare things or phenomena and find their similarities and differences. 2. Be able to ask questions according to the observation results and guess the answers boldly. 3. Be able to collect information through simple investigation. 4. You can use pictures or other symbols to record. 1. Through observation, comparison and analysis, we can find and describe the characteristics of different kinds of objects or the changes before and after something. You can verify your guess in some way. 3. With the help of adults, a simple investigation plan can be made and implemented. 4. It can be recorded by numbers, pictures, charts or other symbols. 5. Be able to cooperate and communicate with others in the inquiry.

1. Consciously guide children to observe things around them, learn the basic methods of observation, and cultivate the ability of observation and classification. For example:

Support children's spontaneous observation activities and appreciate their findings.

Ask questions to guide children to constantly think and compare things.

Guide children to try simple classification and summary on the basis of observation and exploration. For example, animals are classified according to their modes of movement, plants according to their growing environment, and objects according to their external characteristics.

2. Support and encourage children to actively use their hands and brains to find answers or solve problems in the process of inquiry. For example:

Encourage children to ask questions worthy of further exploration based on observation or discovery, or adults to ask meaningful questions that can stimulate children's interest. For example, are balls, tires, bamboo tubes and other objects rolling in a straight line? How to make the plasticine ball float on the water?

Support and encourage children to boldly associate, guess the answer to the question and try to verify it. For example, when playing a windmill, encourage children to guess the reasons and conditions of the direction and speed of the windmill, and actually verify it.

Support and guide children to learn to explore and solve problems with appropriate methods, or collect evidence for their own ideas. For example, if you want to know how many kinds of plants there are in the yard, you can investigate them on the spot; Want to know whether the ball rolls fast on the flat ground or on the slope, you can try it. In order to prove that the direction of the shadow is related to the position of the sun, we can do a small experiment to verify it.

3. Encourage and guide children to learn to make simple plans and records and share them with others. For example:

Make a survey plan with your child and discuss the subjects, steps and methods of the survey. Or try to present the plan with pictures, arrows and other signs with your child.

Encourage children to record the process and results of observation and exploration by drawing, taking photos, making specimens, etc., pay attention to making the records meaningful, and help children to enrich their observation experience, establish connections between things and share their findings through recording.