"Science begins with curiosity". Children are very curious, and the world around them is a sacred treasure house. For example, once, after a heavy rain, children found a long and thin earthworm in the yard, and the children gathered around. Some people say it's an earthworm, others say it's a small snake. There are more and more children watching, and everyone is talking, and no one can convince anyone.
At this time, I found that the children were very interested in this little animal, and they were eager to know what it was, so I expanded it into a formal scientific education activity-understanding earthworms, because of the children's "accidental scientific activities."
Use corner activities to carry out scientific education activities for children.
(1) The natural corner is a window for kindergarten children to know about nature, and provides a place for children to observe, manage, record and compare every day. In the corner of nature, children see that all kinds of plants grow too long. For example, small buds appeared in potato pieces, and leaves grew, resulting in "small potatoes". The roots of radish grow as long as grandpa's beard in the water, and the leaves on the water are flourishing day by day. Children can also catch butterflies, ants and leaves themselves and make specimens of these small plants. They will be happy because there is an insect in the specimen box, excited because the onion grows another leaf, and often cry for the death of a fish in the fish tank. Everything in the natural corner has become the most important thing for children. It looks interesting and ridiculous to outsiders, but I think it is so real and warm. Most importantly, it not only cultivates children's good feelings, but also enables children to master a lot of scientific knowledge.
(2) In science, we put elastic materials, magnetic materials, buoyancy testing supplies, magnifying glasses, kaleidoscopes and other rich wastes. After we let our children know the usage and operation rules, we also pay attention to let them try again and again, so as to perceive the scientific truth contained in it. When children know things, they always like to fiddle, disassemble and move, which means that children's thinking cannot be separated from action. Therefore, the materials we prepare for children must be conducive to their hands-on operation, in order to attract them to participate in activities vividly and happily. For example, "What is missing?" We provide children with different materials, such as paper cups, salt, sugar, chopsticks and hot water. We first introduce four kinds of articles to be put into water, then explain the use of paper cups, chopsticks and water to children, and finally tell the purpose, so that children can try various materials in cups, compare which articles are more soluble in water and which are insoluble in water, and let children experience the process of discovery and change in repeated attempts. We also choose the content that children are interested in and have strong maneuverability to put in the corner of the district to stimulate children's desire and curiosity to explore. For example, we have designed a series of scientific games about water. Water is the most common thing in children's daily contact, ranging from "What is water" and "What's wrong with water" to "Where is the ice" and "What is missing", so that children can feel that the characteristics of water "will dissolve something, water will turn into ice, and ice will turn into water, from shallow to deep." For another example, eggs are familiar foods for children, so we use the activity of "Baby Eggs Stand Up" to let children know the characteristics of roundness. During the activity, we prepared a variety of materials to let children feel the fast and stable standing method of eggs in the practice of playing, fully mobilize children's cognition and exploration, and found that it contains the initiative and enthusiasm of scientific principles.
Children's Science Education in Daily Life
Every little link in life contains a variety of scientific knowledge, so children's scientific education should be carried out randomly in daily life, take every "why" of children seriously, and work together to find answers and acquire knowledge. I remember an outdoor activity, when children found many dragonflies flying very low, they discussed with each other: "Why are there so many dragonflies?" Why do they fly so low? These children are very interested, so I will guide them to discuss these problems and help them understand the relationship between dragonfly flying low and the weather. Another time, the fog was so heavy in the morning that some children called it smoke. I corrected it in time and told my child the process of fog formation, but the child didn't fully understand it. I let them master the formation of this phenomenon through experiments.
Collective education activities are an important means of scientific education for young children.
Teachers' clever design and effective organization of educational activities can stimulate children's interest and initiative in exploration. For example, once in the activity of "picking up eggs", when the teacher slowly stepped onto the board supported by four eggs, the children exclaimed in unison: "If you can't pick up eggs, it will be broken!" However, the egg did not break as expected, and the interest of children was aroused. Then the teacher picked up two buckets of water. The children found that the eggs didn't break under such great pressure, so they all clapped their hands and said, "The teacher can do qigong." At this time, the teacher said mysteriously, "The teacher can't do qigong, and that's the secret." In this activity, children actively participate in observation and operation activities under the impetus of strong interest in learning.
Use nature in scientific activities to cultivate children's feelings of caring for, caring for and protecting the environment.
The use of nature fully embodies the practicality and intuition of education, enriches children's direct experience and makes them really understand the instructions of science education. We live in the countryside and have unique natural conditions. We make full use of nature to organize children to carry out various social practice activities. Go to the field to observe the growth process of crops; Go to the Woods to collect tree species; Go to the river to observe the small fish swimming around. Let children feel the difference of four seasons in the relaxed and pleasant atmosphere of nature, and throw themselves into the embrace of nature, enjoy the beauty of nature and feel its endless fun.