How to educate children scientifically in kindergartens 1. Generation of Science Education Content in Children's Day Activities
Children's daily activities contain rich scientific education contents in many fields. In every little thing in daily study and life activities, there are always hidden scientific phenomena and educational motives. Therefore, the content of early childhood science education is more randomly generated in daily life.
(1) Children come to the park, which is the beginning of their life in the park. Children in small classes show emotional instability when they first come to kindergarten. After careful observation, teachers will naturally plan a series of activities to let children contact and feel the people, things, things and atmosphere in kindergarten with their eyes, hands, mouth and ears, especially with their hearts, so that children can adapt to kindergarten life as soon as possible. It is not difficult to find that children in small classes are young, but they also have rich life experience, from which a lot of science education content can be generated.
(2) generate scientific education content in outdoor activities. Children's outdoor activities include early exercise and walking. Let children explore the mysteries of balloons through their own series of exploration activities, such as how to inflate balloons, puncture balloons and play with balloons. Daily walking is a good opportunity for popular science education, which can make children pay attention to the changes of various flowers and trees, the feeling of sunshine on their bodies, and feel close to nature. Teachers make full use of opportunities to carry out scientific education for young children.
(3) generating scientific educational content in sleep activities. In sleep activities, preparation and examination before going to bed are very important. We found that some children in small classes have strong ability before taking a nap. They put on their socks themselves, and some throw them around. In view of these phenomena, we think it is very valuable to make children interested in their bodies and learn to protect them. Through personal practice and comparison, guide children to observe and explore their little faces, hands and feet.
Second, grasp the content of children's daily activities.
According to the Outline, what are the requirements for teachers? Be good at discovering the educational value contained in things, games and accidents that children are interested in, seize the opportunity and actively guide them? Requirements.
(1) method, pay attention to and listen to children.
Teachers should approach children, pay attention to their daily activities, get along with children on an equal footing, observe and listen to children, and discover the topics and interests of children's generative activities. A spontaneous activity can make children gain many new life experiences.
(2) Observe children and look for educational opportunities.
Children's generative activities often happen unexpectedly in adults. Teachers should be good at discovering the educational value contained in children's favorite and interesting things and accidental events to satisfy children's interest in exploration. Observe the topics they are interested in, the needs in activities, the problems they can't solve, and find valuable educational opportunities from them. Children will have the desire and passion to explore new things or the essence of things on the basis of using the original life experience.
(3) Respond to children's grasp of the opportunity of curriculum generation.
Teachers should create a relaxed and happy environment as much as possible during the day's activities, pay more attention to the topics and interests of children's communication, and provide children with places for free activities and space for independent exploration. In the process of observing the generating activities, we should respond according to the needs of value judgment and the possibility of education. Therefore, in the interaction with children, the way to respond to children's generation activities came into being, and the response was effective.
Third, children's daily activities strategies.
Modern educational research has found that children themselves play an important role in the teaching process, but only by giving full play to the subjective initiative as the main body and the guiding and promoting role of teachers based on children's learning can education play a great role. Through practical research, effective guiding strategies have been formed.
(1) attention strategy
Reflect the principle that children are the first and teachers are the last, pay attention to the development characteristics and level of small class children, pay attention to the suitability of early childhood education environment and promote their growth and development. In the process of implementing substitute activities with children, we obviously find that substitute activities of small class children still exist? Scattered? Therefore, for small class children, teachers should implement spontaneous generation activities of children based on the characteristics of children's activities.
(2) Support strategy
Teachers should respect children's original life experience, support and promote children's spontaneous generation activities, so that children can become the main body of activities and active builders. Acting on behalf of children is to act according to their own wishes, which is interesting and random, and it is easy to give up halfway when encountering difficulties and setbacks.
(3) Guidance strategy
Take different forms of activities and adjust your educational goals and strategies at any time according to children's different levels of development. Teachers are the supporters, collaborators and guides of children's activities, and we pay attention to the generation of vivid situations that can't just be captured in teaching practice. In the process of generating activities, children are put into problem situations by using questions raised by children or asking them questions, so that children can think about ways and means to solve problems themselves, thus improving their problem-solving ability.
Fourth, reflection.
(1) For young children, their limited experience mainly comes from personal experience. The way they know and learn is mainly to compare new knowledge with past experience in order to absorb and learn. Therefore, when generating scientific content, we must follow the age characteristics and life experience of children and let them learn in life.
(2) In generative science education activities, teachers are faced with a dynamic, flexible and open activity process, which requires not only sufficient knowledge preparation and rich materials preparation, but also flexible and diverse methods and strategies when interacting with children.
In children's daily activities, there will always be the emergence and formation of generating activities. Teachers should be good at seizing opportunities, excavating scientific materials in daily life and letting children experience the happiness of science. This kind of knowledge and emotion about science will benefit children for life.