Mr. Tao Xingzhi suggested that children should not be taught the solution to a problem first, but should be guided by the procedure of finding this solution, let them find the solution themselves, and use this experience to solve other problems. The "five teaching methods" encourage children to acquire knowledge, find problems and solve problems by playing, doing, thinking and trying. Compared with the previous teaching methods, it has changed qualitatively. In the past, teachers mostly used the teaching method of "watching and listening to children", and children had neither creativity nor practical experience. The "five-style teaching method" fundamentally changed the passive situation that teachers simply showed their children, advocated "children first, teaching later" and constructed "learning by playing, trying, doing and thinking", thus mobilizing children's initiative to learn, improving their hands-on ability, cultivating their innovative consciousness in the process of continuous exploration, and improving their comprehensive scientific quality.

First, play middle school.

Fun is a child's nature. They came to this world, curious about themselves and everything around them, and wanted to explore. Playing is a kind of exploration. It is through play that children learn about all parts of their bodies and feel their abilities. Learn about people and things around you through play, and experience the relationship between yourself and others, yourself and all kinds of things. Children's interest in spontaneous exploration should be protected and encouraged, and actively guided. However, some adults are biased against children's games and think that children's games are a waste of time and nonsense, thus stiffly obstructing and stopping it. They think reading, writing and drawing are the right thing, and it is worth children's time to do it. This misunderstanding should be corrected. For example, in the science and technology education activity "Interesting Wheels", children can play with various wheels by themselves, touch, pinch, watch, roll and talk, and choose a wheel for activities, and find that the round wheel will roll. Let the children race by car, guide them to explore and find that the wheels turn fast and the car runs fast; The law that the wheel turns slowly and the car runs slowly. In the science game of "playing with ice", children can feel some characteristics of ice by tasting popsicles, touching, watching, playing, smelling and moving ice. Children unconsciously accumulated perceptual knowledge and gained some experience in playing, which laid the foundation for solving related problems in the future.

Teachers should be good at transforming the goals and contents of educational themes into children's needs, developing and utilizing children's interests and questions to make them the contents of early childhood education. Children are naturally curious, and things that interest them tend to learn more actively. They can keep their interest in learning for a long time and take the initiative to explore. Facts have proved that the inquiry activities initiated randomly by individual children or groups can also receive unexpected educational effects. For example, in daily activities, after a child stumbled upon a snail, he and his companions asked a series of questions: Where does the snail live? Will you die if you fall into the water? What do snails eat? Does a snail have eyes? Teachers caught the children's interesting topics in time and produced a series of science education activities with the theme of "snail", which not only satisfied the children's thirst for knowledge and curiosity, but also increased their knowledge.

When children play, they need to move their hands, listen to their ears and smell their noses, and use their brains to find ways to solve problems. However, when they play in groups, disputes will occur and need to be resolved through consultation, which develops children's hands-on operation ability, observation, memory, attention, imagination and thinking ability, especially problem-solving ability and interpersonal coordination ability. This is an indispensable sustainable development ability for children after they go to school and step into society.

Second, learn by doing.

"Learning by doing" means that every child has the opportunity to experience the process of exploring nature in a way that conforms to his age characteristics, cognitive needs and the law of scientific inquiry, and experience the fun of scientific inquiry in the inquiry activities of observation, questioning, imagination, hands-on experiment, expression and communication, so as to construct basic scientific knowledge, acquire preliminary scientific inquiry ability and cultivate children's scientific quality. The scientific education of "learning by doing" is different from the simple common sense education of imparting knowledge first and then operating. "Learning by doing" does not pay attention to the results of education and does not pursue children to master accurate scientific concepts. Instead, it emphasizes that children should go through the process of exploration and discovery, gain relevant experience and get ways to explore and solve problems. For example, in the experiment of "How to make heavy objects swing faster", children will think of many ways in advance, and some will say, "Change the length of the rope." Some said, "The thickness of the rope may affect the speed of the swing." Some said, "Push hard, and code removal will swing faster." Others said, "The weight of unpacking may affect the swing speed." The teacher asked the children to do the experiment by themselves to see if the result was as expected just now. In order to prove their point, children will devote themselves to the theme. Through experiments, it is found that the length of the rope affects the speed of swinging, and other factors, such as the thickness of the rope, force and non-force, also have the same result. The experimental results are different from what they thought. The children did it many times, and they were convinced when they saw it with their own eyes. The knowledge learned is not explained by the teacher, but obtained by doing experiments. If you study with the experience you have gained, you will learn faster.

As supporters and guides of children's learning science, we consider that children often think in a unique and different way of thinking from adults because of the limitations of age, experience and level of understanding, and it is impossible to find an absolutely correct answer. Therefore, at this time, we allow children to make mistakes, patiently listen to every word of children, respect the differences between children, accept every child's point of view, face every child and strive to be true. For example, children learn through experiments that eggs will sink if they are put into clear water. Teachers encourage children to further guess what will happen if they are put into salt water. Children speak freely, some say they will sink, some say they will float, and some say they will float in the middle. The children also posted the position of their eggs in salt water on the big record paper in the shape of a beaker prepared by the teacher. Then we didn't tell the children the correct answer immediately, but said: What will happen to eggs in salt water? Let's try it together! In this way, children can carry out experiments with questions on purpose.

Third, I want to learn from middle school.

Use the process of children talking to each other, let children play their imagination, and expand their ideas in the process of imagination. Teachers should attach importance to children's subjectivity, let children have the opportunity to choose materials and decide operation methods within a certain range, decide the number of repeated operations, feel and think independently in different dimensions, establish the concepts he understands and correct his original views. Teachers must create a learning environment and atmosphere for children, provide rich materials, encourage children to ask questions, find and correct mistakes, and enrich and accumulate experience. Teachers are eager for success and work hard at teaching.

Hard irrigation will not help.

For example, in the "magnet" activity, it can be divided into several steps: ① distributing magnets for children to play casually, and then distributing other materials (iron, plastic, etc. ), and children find that magnets attract iron. Give children all kinds of metal materials. Teacher: "What is the iron material in it?" Children will think of magnets to attract and distinguish. As a result, a child took out something he thought was iron and sucked it with a magnet. It didn't succeed and said, "Why didn't I succeed? Why do others do well? " He tried to turn the magnet upside down, but it still didn't work. "Is it because of me, the magnet is ineffective? Maybe the magnet is broken? " He tried his companion's magnet, but it still didn't work. He said, "I have superhuman ability to make magnets lose their magnetism." Other children told him, "Maybe your things are not iron at all, so magnets won't attract you." Through repeated "thinking", "doing" and "asking", some experiments are used to prove the conclusion and cultivate children's interest in scientific research. For example, in the experiment "What happens when eggs are put in salt water", children ask the question: What happens if boiled eggs are put in salt water? What happens when you put eggs in other water? In view of the children's doubts, let the children discuss first and then make suggestions: leave this problem to the next experiment! This invisibly set a suspense for the next experiment and provided children with space and room for thinking.

Fourth, try middle school.

Kindergarten science education should aim at sprouting children's interest and desire to explore, and should overcome the disadvantages of traditional science education that only attaches importance to scientific knowledge transmission. Teachers should persist in stimulating children's interest in science and their desire to explore science through science education; Let children accumulate scientific knowledge, learn scientific methods and cultivate scientific spirit in scientific inquiry, and become a new generation with good scientific literacy. The teacher not only asked the children to do it, but also asked them to consider something in their attempts. Why is this? For example, in the theme activity of "spring", it can be divided into several links: ① provide two guns, take the spring off one gun, and let the children compare the two guns, why one can shoot and the other can't shoot, and let the children know the importance of the spring through experiments; (2) Make some small toys with springs and provide all kinds of springs (thick, thin, loose, tight, big and small ...) for spring outing; The teacher provides some items, some with springs and some without, for the children to classify; (4) Let children take the initiative to find the spring in life. For another example, in the experiment of "making a boat", the teacher provided the children with various materials such as foam, plastic, metal and small cloth, and did the experiment in groups. After they finished, they played in the water and found that some boats sank, some floated well and some floated. The teacher asked, "Why?" Through many attempts, children learned that they usually sink with metal and float with wood blocks and foam. The teacher further guided the attempt to "think about it, how to make the sinking float and the floating sink?" Children will drill holes with foam and plastic or press them with their hands. As a result, they found that foam and plastic have great buoyancy, but they still can't, so they will try other methods to solve the problem by hands-on experiments. In short, teachers should give children full opportunities to try freely, encourage them to explore and guide them to actively gain more meaningful and valuable experience.

Five, with the middle school

The content of kindergarten science education should be close to children's life experience. The educational content close to children's life not only provides the premise and possibility for children to acquire scientific knowledge and experience that can be truly understood and internalized, but also, only when children truly experience that the learning content is meaningful to themselves and their related people, which they want to understand and solve at present, can they actively explore, discover and feel the magic of the surrounding world, experience and comprehend science around them, and they can maintain a strong curiosity and thirst for knowledge about the scientific problems in their surrounding lives.

Science is not far from children. Scientific research on children should start with common things or things happening around them, and carry out a series of holistic and coherent research for a period of time, so that children can gradually deepen their experience and finally have a systematic understanding of the internal logical relationship of things. It should be emphasized that the scientific knowledge points selected by teachers for each theme should not only be correct, simple, clear and unquestionable, but also take into account the understanding and acceptance of children of all ages. For example, in the science education activities of "paper", teachers put in materials to let children explore the essence and function of paper and the relationship between different paper materials and human life. Sometimes children need to explore repeatedly to succeed. For another example, in the teaching of "air", teachers collected a variety of exploratory materials, such as children inflating balloons with a pump, looking for air with plastic bags, using small bottled water (observing bubbles), playing outdoor games to catch air, observing the valve core of bicycles and so on. In operation, children observe with questions, set doubts in observation, solve doubts in exploration activities, and gain air-related experience. Organize children to carry out scientific education activities of "air to find friends", help children understand the characteristics of air and its application in life, stimulate children to use existing experience to imagine and create, reconstruct old experience, and thus improve children's cognitive ability.

The five teaching methods of "learning by playing, learning by doing, thinking, trying and using" are interrelated, infiltrated and organically combined, and are not independent. Combine formal science education activities with informal science education activities, pay attention to the use of five teaching methods in one day's activities, constantly stimulate children's thirst for knowledge, give play to their enthusiasm and initiative, stimulate their creative desire, create all opportunities for random education, broaden their horizons, liberate their hands, brains and time and space, and urge them to explore more in science education activities.