1. Pay attention to the integration of science education content and practice for preschool children.

At present, there are some problems in the scientific implementation of preschool education curriculum in our country. The research on the classroom teaching activities of science education in a kindergarten points out that teachers are prone to the following problems when organizing collective teaching activities: they attach importance to knowledge and ignore emotion in the goal of activities; In the content of the activity, it emphasizes planning and ignores interest.

In recent years, with the development of children's development view and brain science research, preschool teachers in China have gradually realized the importance of children's hands-on practice.

2. Construct the framework of preschool children's scientific knowledge structure.

At present, the framework of preschool teachers' scientific knowledge structure in China is relatively fragmented, which is manifested in the following two aspects: First, preschool teachers' concepts are backward, and "many teachers' concepts still remain in the memory of knowledge and the acquisition of skills". Second, preschool teachers' scientific literacy is weak. It is manifested in: lack of scientific knowledge, unreasonable and unbalanced scientific knowledge structure, and weak experience and exploration ability in scientific experiments.

Teachers should construct a subject knowledge framework with rich content and clear logic, which is conducive to the establishment of preschool teachers' own scientific knowledge structure, ensuring the integrity, rationality and balance of the knowledge structure, and can also avoid the problems of not knowing where to start, being arbitrary and not suitable enough when choosing content.

3. Strengthen the connection between kindergarten stage and other learning periods.

In recent years, the problem of adolescent convergence in China has attracted more and more attention. Some studies have pointed out that the young convergence of science education needs to be further improved, which is manifested in teachers' misunderstanding of the convergence of science education.

Combining kindergarten with primary school and middle school to form a system and emphasizing the systematization of what students learn before graduating from high school is not only conducive to the coherence and integration of students' scientific experience, but also conducive to teachers at all stages to familiarize themselves with students' original experience.

Characteristics of preschool children's science education;

1, emphasizing that children should gain scientific experience by themselves and learn scientific methods at the same time to cultivate children's interest in science;

2. Establish the dominant position of preschool children's learning and learn science through their own exploration activities;

3. Fully tap the things that are understandable and worth exploring in preschool children's life, and expand the content of science learning.

4. Clarify the guiding position of teachers, emphasize the role of teachers, create a good environment for children, and carry out various forms of scientific activities: comprehensively use various methods to help children explore science.