Children's scientific education activities refer to the inquiry process in which children perceive, observe, operate and explore the surrounding things and phenomena with the support and guidance of teachers, and find problems and answers. It's the teacher
Make use of the surrounding environment, create conditions for children, choose content suitable for children's learning, provide sufficient materials, and design and organize various scientific exploration activities in which children participate by using different methods; Is to help parents of children.
The process of gaining scientific experience, constructing concepts, developing intelligence and developing scientific attitude.
With the promulgation of the "Outline" and the deepening of kindergarten curriculum reform, the scientific education activities in kindergartens have also moved from closed to open, from static to dynamic, from simple knowledge transfer to providing children with greater independent exploration.
Space. Kindergarten science education is an important part of children's all-round development education, which not only enriches children's knowledge about nature, but also stimulates children's concern and interest in nature, and initially forms children's concern about people and things around them.
The correct attitude towards things is of great significance to children's development.
Today, with the implementation of the Guiding Outline of Kindergarten Education, it is necessary to explore the goal orientation, content selection and methods of preschool science education. By creating a suitable environment and various activities for scientific enlightenment education, children's interest in science can be stimulated, and children can learn the ability to solve problems in exploration activities and acquire the knowledge and skills they deserve.
Second, make clear the goal orientation of kindergarten science education.
In our current science education activities, due to the influence of traditional science education, we often only emphasize the teaching of scientific knowledge and the cultivation of scientific skills; Some regard how much scientific knowledge is taught and how many scientific skills are mastered as.
It is the main criterion to evaluate the effect of science education. This practice of "giving up the basics" takes a lot of time and has little effect. Therefore, we must be very clear about the goal of kindergarten science. In this regard, "kindergarten teaching"
There are clear provisions in the Outline of Education. Let's review it together.
Interactive question 1:
What is the goal of science in the Guiding Outline of Kindergarten Education?
First, they are interested in things and phenomena around them; Curiosity and thirst for knowledge;
Second, be able to use all kinds of senses, use your hands and brains to explore problems;
Third, the process and results of exploration can be expressed and communicated in an appropriate way;
Fourth, we can feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics;
Five, care for animals and plants, care about the surrounding environment, close to nature, cherish natural resources, have a preliminary awareness of environmental protection.
Interactive question 2:
Among the five goals put forward in the outline, can we extract what is the core of the goal of kindergarten science education? (That is, what is its focus and what is the main goal of kindergarten science education? )
The outline emphasizes that the main goal of kindergarten science education should be to sprout children's interest and desire for exploration; Stimulate children's interest, emotion and inquiry in science through science education activities.
Desire; Let children accumulate initial scientific knowledge, learn simple scientific methods, cultivate scientific spirit and form initial scientific quality in the whole process of scientific inquiry activities.
It can be seen that the core of the goal is: interest in science, exploration of scientific desire and cultivation of scientific spirit.
Thirdly, it is clear that the choice of content should be close to children's life and reflect the life-oriented educational content.
"Outline" points out that children's science education is scientific enlightenment education, which focuses on stimulating children's cognitive interest and inquiry desire. We should try our best to create conditions for children to actually participate in inquiry activities and let them feel the process and methods of scientific inquiry.
Method, experience the fun of discovery. Science education should be closely linked with children's real life, and make use of the things and phenomena around us as the objects of scientific exploration. Children's scientific inquiry covers a wide range, involving animals, plants and things.
In many aspects, such as quality and materials, weather and natural phenomena, teachers should accurately grasp the inquiry content and key experience, related scientific concepts and principles involved in children's inquiry activities.
Interactive question:
In the content requirements of the "Outline" in the field of science, what language is used to emphasize that the content of kindergarten science education should be close to children's life?
There are some requirements for educational content in the Outline, such as "using common things and phenomena around us", "about the number, quantity, shape, time and space in the surrounding environment", "starting with the scientific and technological achievements that children are familiar with in life and in the media" and "starting with small things around them", which are concrete manifestations of the requirements for the life-oriented science education for children.
However, in practice, we often find that the educational content or operating materials preset by teachers for children in teaching are far from their lives, or beyond their age characteristics and cognitive laws, although a lot of time is wasted in explanation.
Children are not interested. For example, in an exploration activity about the elasticity of objects in a middle class, teachers and students collected materials such as rubber bands, springs, rubber bands, sponges, table tennis, wooden blocks, stones, nails, cloth and so on. The teacher asked.
What material is elastic for children? Some children say that table tennis is also elastic because it can play so high. Other children say that table tennis is not elastic. At this time, the teacher was puzzled, because table tennis should be lost in theory.
An elastic object, but intuitively speaking, table tennis is elastic. Explain to explain, the child still doesn't understand, and finally it goes away. The reason is that it is difficult for teachers to choose content, because
The exploration of table tennis flexibility has exceeded the ability of middle school students, so there is no need to put table tennis in this activity.
Therefore, when arranging the contents of science education activities, teachers should choose the contents that are common in children's lives, can arouse their interest, are easy to operate and are convenient for them to manage according to their cognitive characteristics and combined with their life experience.
Understand and master the content, so that children can truly experience that what they have learned is useful to themselves and the people around them, and what they want to know and know at present. "My Little Hands" and "Interesting Joints" in Provincial Textbooks (in Chinese)
Classes), "Understanding the Five Senses" and other contents are very close to children's lives. Some of the contents of scientific activities are preset by teachers and some are random. Teachers should be good at catching some opportunities in children's day activities.
Education. For example, when we lead children for a walk, we can guide them to observe the changes of flowers, trees and weather, and inspire them to relate themselves to the changes of clothes, diet and environment of people around them and perceive the obvious characteristics of the four seasons.
Sign; During the break, we lead the children to play the game of "finding shadows". Children can naturally find out when they can see the shadow and when they can't, sometimes the shadow is in front, and sometimes.
The shadow is behind; Children love to eat ice cream and have some experiences that "ice will melt into water". Once, while playing with ice cubes, I took a glass and filled it with ice cubes. I asked the child, if the ice melted, which cup would it be?
How much water will there be in the pot? Many children told me without thinking that a glass of ice would turn into a glass of water, so I put the glass in the sun. Soon, the children were surprised to find that only half a glass of water remained after a glass of ice melted, children.
Unconsciously, I further perceived the phenomenon of "melting", and at the same time I understood a truth: some things are inaccurate only by guessing, so you have to try it yourself and have a look before you can draw a conclusion.
There are many such examples. There are many convenient conditions in the countryside, such as more vegetable fields, more common poultry and livestock, and trees and bamboo forests are also convenient for children to observe. They are good living teaching materials. When carrying out activities, teachers should pay attention to the close combination of scientific activities and life, so that children can feel that science is not out of reach, and science is around.
The process of scientific activities in kindergartens generally includes: guessing, operating, verifying, recording, communicating and summarizing. How to guide children to carry out inquiry activities?
Fourth, adopt appropriate educational strategies to stimulate children's interest in inquiry and cultivate children's inquiry ability.
Just now, we mentioned that one of the most important goals of early childhood science education is to stimulate children's interest in scientific activities. With a clear goal, what strategies should be adopted in practice to achieve this goal?
(1) Choose different methods to attract children and stimulate their interest in scientific activities.
1, to stimulate interest through experimental operation.
Operating materials are suggestive and can stimulate children's interest in operation, so it is very beneficial to provide children with a lot of operating materials in scientific activities to stimulate children's interest in scientific activities. For example, scientific activities of the middle class, such as
"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, barbed wire, small iron rings,
Penholder ...) Let the children try and find the answer in the operation. Use experiments to skillfully set suspense, so that children's interest in learning is more intense; In the process of repeated experiments, children's curiosity is constantly stimulated and acquired.
Satisfied, so that children's learning is always in a state of active and happy activities.
2. Stimulate interest by playing games.
Games are the most popular activities for children, and they are activities that children naturally take the initiative to carry out. Clever combination of rational scientific knowledge in scientific activities