How to effectively carry out early childhood science education Chen Yueqin, Zhang Ze Kindergarten, Dingshu Town, Yixing City At present, with the enhancement of the awareness of "science and technology are the primary productive forces" and the deepening of early childhood education reform, science education has been brought into the early childhood education system with its unique charm and efficacy, and has become an important part of early childhood education. The Regulations on Kindergarten Work clearly puts forward the goals of scientific education: enriching children's superficial knowledge of nature and society, cultivating children's interest and thirst for knowledge of nature and society, developing children's intelligence, and forming children's correct attitude towards people and things. Here, I have made some attempts to carry out scientific education activities in combination with the theme of my garden "Scientific Life". First, kindergarten science education should satisfy children's curiosity and stimulate children's interest in science. Throughout the ages, the great achievements of many famous scientists are often inseparable from their curiosity in childhood. Therefore, teachers should be good at protecting children's innate curiosity and satisfying children's curiosity in time. When children happily ask teachers "why", teachers should be sensitive to realize that this is a good opportunity to enrich children's knowledge and develop their skills. To cultivate children's interest in science from an early age, it is necessary to stimulate children's curiosity, let children take the initiative to learn science and be fascinated by science. Therefore, the content of science education chosen by teachers for children must be of interest to children and conform to their cognitive development level. Teachers should be good at observing children in activities, understanding their "excitement" and integrating their spontaneous observation into teachers' organized activities. For example, in the activity of understanding fire, in order to arouse children's interest, the whole activity is mainly based on children's hands-on operation, lighting candles with lighters themselves, and then observing the fire to understand the color of the fire; Then cover the burning candle with a cup and observe the burning situation of the candle, from which the burning situation can be obtained. These operating activities are to surprise children with their own findings, so that the whole activity will always maintain a strong interest, which is conducive to children's exploration of activities. Interest is the most important and lasting motivation for children to learn and explore new things, and it is also the premise for children to acquire knowledge and develop their abilities. High-quality education should enable children to study in a happy mood, maintain interest in learning activities and a positive attitude, and scientific educational activities also need this. In addition, the content of science education in kindergartens should be related to children's lives as much as possible. For example, to understand autumn, children should be inspired to relate themselves to the clothes, diet and life experiences of people around them; In order to understand the phenomenon of friction, children should be reminded of the concave-convex patterns designed to increase friction in automobile tires and soles. This kind of activity that allows children to learn scientific knowledge through their own observation and feelings is most easily accepted by children, and their enthusiasm for learning will be higher in such activities. In order to cultivate children's interest in science, teachers should also encourage and accept children's novel ideas and practices, and provide children with time and space for free exploration. The science exploration room is a good place to cultivate children's interest in science. Our garden has prepared a series of activity materials for small classes, middle classes and large classes in the Science Exploration Corridor, so that children can operate, explore, imagine and create freely in a relaxed psychological environment. The interest cultivated since childhood will become a powerful driving force for children to study science and explore the mysteries of science in the future. It can be said that the interest cultivated in kindergarten science education has a very important influence on the development of children's life. Second, the activity design of kindergarten science education should reflect the consciousness of active participation, so that children can actively participate, operate and think. Piaget's theory shows that children's thinking originates from perception, which enables children to get the initial imagination of things and is a necessary prerequisite for the development of children's thinking. In scientific activities, teachers provide a large number of materials for children, so that children can play, explore and accumulate experience in practical activities. For example, in the scientific activity of "the ups and downs of eggs", I prepared a raw egg, a boiled egg, salt, a glass container, an empty bottle of mineral water, a stick, chopsticks, a towel and other materials with my children. After reminding children to pay attention to the hygiene and safety of operation, we put forward the activity requirement of "seeing who looks for the most", and then let children choose materials freely and decide their own operation methods, steps and times. Because children have a clear exploration direction, they can manipulate materials in a targeted manner. The children were surprised to find that if they want to float the eggs that sank at the bottom, they need to add salt to the water and stir them quickly with a small stick. Why do children's eggs float, sink, and float and sink? Children ask questions one after another, observe from beginning to end with a positive attitude, and discover and think about a series of phenomena of "eggs". After the child draws a conclusion on some issues, I will work with the child to verify whether the operation process and thinking results are correct. Children learn and develop in the activity operation method of hands-on operation and brain thinking. For example, I have prepared various materials, such as handkerchiefs, building blocks, plasticine, bottle caps, rags and so on. At that time, I carried out the scientific activity of "Baby Eggs Want to Stand Up" in a small class, which allowed children to explore various ways to make eggs stand up, stimulate their curiosity, cultivate their interest in the surrounding things, and develop their thinking ability and practical ability. Children can unconsciously gain experience in relaxed and happy activities, experience the fun of success, and truly realize entertaining. When designing science education activities for children, teachers should pay special attention to whether the activities constantly stimulate children to observe, compare and think. Generally speaking, open activities or questions are very helpful to stimulate children's thinking. The so-called open activity is an activity with multiple correct results or answers. For example, in the activity of "How to Move Objects", children will try to move objects in various ways, such as pushing, patting, pulling, rolling, kicking, washing with water, and interacting with one object with another ... Questions with multiple correct answers can fully mobilize each child's past experience, give play to his imagination and creativity, and let children simply answer questions according to their own understanding. During the activity, children not only gained the experience of strength, but also developed their independent and divergent thinking ability. Therefore, when we evaluate a science education activity, we should not only look at whether children have acquired certain knowledge, but more importantly, whether children actively participate, think with their brains and develop at the original level. Third, let children discover and explore in planting and feeding. Children are naturally active and curious, and planting and feeding are activities that children are very interested in. They will actively, actively and happily participate in the activities they are interested in, and their inner learning motivation can also be fully exerted in the activities. Our kindergarten is located in the countryside, and each class has a planting area. One day in early autumn, children and teachers scattered garlic seeds in the planting area. A few days later, seedlings emerged, and the children looked at the green garlic seedlings, some said they were seedlings, some said they were wheat seedlings and some said they were grass. At this time, the teacher said mysteriously, "What kind of seedling is this? We'll know when it grows up. What should we do to take care of it? " The children said that we should fertilize it, weed it and catch insects. Under the careful care of the children, garlic soon grew up, and the children finally understood that the seedlings were garlic. The teacher told them in time that garlic is an essential trace element for human body, and eating more garlic can prevent colds. The children all say that they must not be picky about food and eat more garlic in the future. At lunch, the children proudly tasted the garlic they cultivated, and they all said they would give it to their younger brothers and sisters. This kind of work not only makes children feel the joy of success, but also is a good social education activity. I also set up a "natural corner" in my class. Some children brought seeds such as vegetables, radishes and soybeans from home and planted them in small pots made of sprite bottles. Some children brought their favorite tadpoles, crabs, turtles, turtles and crucian carp. And keep them in a large glass bottle filled with water. In different seasons, teachers and children cultivate different flowers in natural corners, such as iris in spring, sunflower in summer, chrysanthemum in autumn, daffodil in winter, rose and cactus. Children take turns watering and fertilizing seeds and flowers, changing water and feeding small animals. Children often look around to see if seeds germinate and flowers grow. Whenever they find any change, they will shout happily, "My seeds are sprouting!" " ""My cactus has a little ball! "The teacher asked the children to record it in time in the form of pictures. The children learned a new skill and learned to observe and record. In the process of planting and feeding, children will find many problems from time to time, for example, some seeds grow seedlings that are not strong and some are yellow; Carassius auratus raised with crabs has exposed meat in many places, and its tail is still missing half; Crabs out of water are constantly spitting bubbles and so on. They asked the teacher these questions. At this time, I deliberately did not answer them, but guided and inspired the children to observe and find the answer again. For example, I poured the well-growing seedlings and yellow seedlings out of two pots respectively and let them compare. At this time, children will find that the roots of one pot of seeds grow well, while the roots of another pot of seeds rot, and the seedlings with rotten roots will not grow well. I asked them to further observe the two pots of soil poured out separately. The pot of soil with rotten roots is very wet. Let children understand that germination and growth need water, but there should not be too much water in the soil. If there is too much water, the roots will rot and die. Then, I asked them to observe the difference between vegetables in the sun and vegetables not in the sun. The children soon found the answer that vegetables grow in different ways. They learned that plants can't grow without air, water and sunlight. In the process of raising small animals, I learned about their habits, growth and change rules and feeding methods. Fourth, carry out science education in daily life. In daily life, children always show strong curiosity and thirst for knowledge, and are curious about many things and changes around them. They always like to ask, "Is this true?" "What's that?" "Why? "Wait, this requires teachers to observe children's interests in time, so as to provide enough time for targeted activities. There is science everywhere in life. Science is not mysterious. It happened around us. In real life, many phenomena are familiar to children. They contain many profound scientific truths, which are presented in children's daily lives in various forms, attracting children's attention and exploration. Facts have proved that their scientific inquiry comes from children's daily life, whether from their questions or their experiences. For example, when children feed chickens at the feeding corner, they will explore what chickens look like. What does it eat? How does it sleep when it sleeps? Did it get up and wash its face? They will explore and establish their own reproductive knowledge and experience. In children's life, a sudden natural phenomenon, natural object or interesting and novel scientific and technological products and problem situations can stimulate children's curiosity and attract them to explore and solve. Therefore, children's science education is more random education, which randomly permeates children's daily life. The random experience that happens every day is the most natural, meaningful, concrete, understandable and unforgettable for children, but if it is not guided, it will become a thing of the past and will not produce any learning effect. For example, when spring comes, children find many flying catkins in the air. The teacher plays catkins with everyone. After the game, guide the children to think: Where did catkins come from? What is it? What are the benefits? What's wrong with it? How to avoid it? When children eat corn, guide them to observe and explore where the corn seeds are. What's the arrangement? What's special about it? Let the children count and discuss how to count. Guide thinking: Do you know how the seeds of other plants are arranged? Guide children to explore the characteristics of plant seed arrangement. These life processes are the starting point to stimulate children's curiosity and guide them to explore. Understanding things, especially fruits and vegetables, is one of the contents of children's science education. What impresses children most is to know fruits and vegetables by eating breakfast or eating. Before children eat oranges, let them touch them and ask them, "Do you feel the same as other fruits? ""What other shapes are the same as oranges? " "Do you like the taste of oranges" and "Which taste do you like best" will deepen children's knowledge and understanding. Teachers can also guide children to pay attention to the changes of things, such as vegetables getting smaller after frying and rice getting bigger after cooking, which are important scientific experiences for preschool children. Daily walking is a good opportunity for science education. Let children pay attention to the changes of trees and weather, or let them close their eyes, listen to what the sound is, and then open their eyes to see where the sound comes from. Teachers should seize the opportunity, use some questions to let children reason, think, pay attention to the world around them, and receive scientific enlightenment education from an early age. In short, there are abundant scientific knowledge that children are interested in in in daily life, and teachers' educational wit and art are important factors for the success of science education. 2 1 century is a century full of hope, competition, opportunities and challenges, a brand-new home for children and a venue for intellectual and physical competitions, which means that we must attach importance to science education.