(1) can satisfy children's curiosity and interest in inquiry;
(2) It can promote the development of children's intelligence and language;
(3) It can promote the good development of children's personality;
(4) It is conducive to the development of children's self-confidence, independence and creativity.
Significance of scientific enlightenment education Scientific enlightenment education, developing early intelligence
Author: Zhang Xiaoqin release time: February 25, 2008 Page views: 495.
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Speaking of scientific enlightenment education, perhaps parents are no strangers. As early as the beginning of the semester, our park-level project "Carrying out the practice and research of children's scientific enlightenment education based on Zhangjiang's geographical advantages" and the municipal tutor project "Effectively using parents' resources to carry out the practice of children's scientific enlightenment education in the family" were declared successful, and it was determined that our park would feature scientific enlightenment education, build a curriculum system of scientific enlightenment education, and cultivate children's "eyes that can be found and hands that can be played with". So, what is scientific enlightenment education?
Einstein, the great inventor, once defined science as "the experience of seeking meaning". Professor Liu Zhanlan summed up and refined the definition of science by famous scientists all over the world in the book "The Enlightenment Education of Early Childhood Science", and thought that science is not only an acquired knowledge system, but also a process of exploring the meaning of natural things through personal experience and then understanding the world.
According to the professor's definition, the definition of scientific enlightenment education in our garden refers to the exploration process that children perceive, observe, operate, discover, ask questions and find answers to the surrounding nature (including artificial nature) through their own activities under the guidance of teachers.
Then, how does the scientific enlightenment education play a decisive role in the development of young children? We believe that:
(A) scientific enlightenment education can satisfy children's curiosity and interest in inquiry.
Children aged 3-6 are curious about things around them. This curiosity also urges them to explore, observe, discover and try, showing their desire for the budding of science. However, this curiosity is generally ignored, and children's scientific enlightenment education activities make children's curiosity constantly satisfied, make children full of interest in scientific knowledge, scientific phenomena and scientific education activities, and with the help, encouragement and guidance of teachers, constantly turn accidental and unstable curiosity and interest into strong curiosity, and carry out various cognitive activities driven by curiosity, so that children can have a positive learning attitude and treat things around them correctly during their growth.
Although science education in kindergartens cannot directly train children scientists, it often has some potential influences and functions. The growth process of many scientists in the history of science shows that it is some interesting natural phenomena, scientific activities and popular science books that have aroused their yearning for science since childhood, and made them love science, like to contact science and learn science since childhood, and finally embarked on the road of scientific research. For example, Darwin, a famous British biologist, whose father is a strict doctor, likes gardening very much. Darwin had a special love and imagination for nature since childhood. When he grew up, he drew the conclusion of "natural selection" from his long-term observation of nature and became a world-famous great scientist.
(2) Scientific enlightenment education can promote the development of children's intelligence and language.
Scientific enlightenment education brings children's spontaneous needs to explore themselves and the world around them into purposeful and planned educational procedures, which ensures the coordinated development of children's cognition, emotion, attitude and related skills, and is an indispensable part of all-round development education. In recent years, with the deepening of brain science and biochemical research, people have scientifically proved the close relationship between children's physical development and people's innovation ability. Steven of Duke University, USA? Dr. Henlini believes that 2-6 years old is a critical period for the development of creativity. Children are constantly in contact with the surrounding environment from birth to about 3 years old. They have perceived many things and phenomena, but they are inexperienced, unprocessed and often one-sided, isolated, hazy and even wrong. Scientific enlightenment education can create a rich environment for children, expand and enrich their scientific knowledge, make their knowledge systematic and orderly, and gradually discover the laws and relationships between things. In addition, children's intelligence and language are developing rapidly, but their intelligence and language development depends on their understanding of the objective world. Scientific enlightenment education can promote children's intellectual and language development through objective things. For example, by smelling objects with different smells, children can distinguish them and develop their sense of smell. For another example, children learn the word "peristalsis" on the basis of observing silkworm crawling, and develop their own observation and ability to master vocabulary.
(3) Scientific enlightenment education can promote the good development of children's personality.
Children's understanding of the environment and emotional experience are the emotional basis for the formation of moral concepts, and the surrounding environment is the source of promoting children's healthy growth. The content of social environment also plays an important role in cultivating children's interpersonal relationship and learning to communicate with others. Through scientific enlightenment education, we can make full use of these favorable conditions of the surrounding environment to make children's physical and mental health and lively development. For example, sunlight, air and water in nature are natural factors to promote children's health; Natural environments such as hillsides, paths and ditches are good conditions for children to exercise their bodies and develop their movements. Using the environment to educate children to love nature, labor, the motherland, animals and plants is conducive to promoting children to form moral concepts on the basis of moral understanding and moral feelings. By letting children raise small animals, they can cultivate their feelings of loving animals. Observing and caring about the scientific activities of animals and plants is conducive to the consistency of children's moral understanding and moral behavior.
(4) Scientific enlightenment education is conducive to the development of children's self-confidence, independence and creativity.
In the scientific enlightenment education activities, children enjoy the fun of exploration and the happiness of success. But in the face of successive challenges, failure is also common. In this case, we encourage children to bravely accept the challenge, and adopt the methods of decomposing the difficulty, lowering the requirements and guiding children to learn, so that children can gradually overcome difficulties, experience success and gain self-confidence. In this process, children have established their own goals, and at the same time they have gained the initial ability to arrange learning tasks, and their self-confidence, persistence and independence have all been developed to varying degrees.
Second, the theoretical basis of scientific enlightenment education
(A) dialectical materialism epistemology
Dialectical materialism epistemology holds that "children's psychology can only be developed through their practical activities and direct contact with the objective world, and it is possible to learn science." Therefore, on the basis of enriching children's perceptual experience in our scientific activities, children can form primary scientific concepts on the basis of perceptual experience through thinking and thinking processing instead of mechanical memory, laying the foundation for future cultural and scientific learning.
(B) Piaget's cognitive development theory
Piaget, a psychologist, summed up the law of children's cognitive development and thought that children must have a strong learning mechanism, and they were born with a certain cognitive structure, which will appear in turn in the process of children's development. The development of children's cognitive ability is not affected by the environment. If they are allowed to establish a new world schema, these schemas may be different from those of adults. He emphasized children's spontaneous and active inquiry process. Therefore, adults should pay great attention to enriching children's lives, encouraging children to be active in different environments, and providing them with all kinds of analytical and comprehensive materials and opportunities to obtain these materials. Make full use of children's strong curiosity, wide interests, lively and active, love to explore, willing to think and other characteristics, so that they can understand the outside world, understand the environment, observe nature and society, and practice by themselves. Only in this way can they gain vivid and rich concrete experience, especially the experience of logic-mathematics, and lay a good foundation for the development of abstract thinking in the future.
(C) Bruner's learning theory
The core idea of Bruner's discovery method, a famous American psychologist and the main representative of structuralist education theory, is to let children experience the emotions gained by scientists in the process of discovery, thus stimulating children's motivation to learn science, and children can understand the nature of science through the process of "discovery" and form scientific knowledge. Bruner emphasizes giving full play to children's initiative in learning. He believes that for children at any stage of development, the way children look at things must be reflected in a certain subject, requiring children to actively discover knowledge rather than passively accept it. Therefore, he strongly advocated discovery learning, which was widely used in science education. The so-called discovery learning means that learners, under the guidance of teachers, like scientists who discover truth, take the initiative to discover the causes and internal relations of things through their own inquiry and study, find out the laws from them, and experience the wisdom of discovering knowledge and the sense of victory in completing tasks in this process.
(D) Vygotsky's daily concepts and scientific concepts
Vygotsky, an outstanding psychologist in the former Soviet Union, stressed that flexible "steps" should be provided according to children's level to help children jump up and pick fruits. "Steps" are not only to produce direct results, but also to cultivate children's ability to solve problems independently. He believes that the evaluation should consider the "nearest development zone", the actual development level of children and the development level that may be obtained with help. He believes that the interaction between learners and learning tasks and the creation of learning environment should be emphasized in curriculum design.
Guided by children's development
The basic concept of Shanghai Preschool Education Curriculum Guide is "children-oriented", and the interpretation of the Guide is comprehensively expounded:
1. Children's development in all aspects is a whole, and the curriculum should promote children's all-round and harmonious development.
2. Understanding the surrounding environment as a whole through games and practical activities is the main way for children to learn, and the curriculum should conform to this feature.
3. There are extensive individual differences in children's development, and the curriculum should respect these differences.
According to the above theory, our kindergarten curriculum development pays attention to the whole, encourages inquiry, pays attention to differences, pays attention to individuality, taps the potential, and develops our kindergarten-based curriculum-early childhood science enlightenment education curriculum with a long-term vision.
Third, the basic characteristics of scientific enlightenment education
Early childhood scientific enlightenment education is not a mysterious molecule, atom, laser or boring definition, principle or law. For naive children, science is at hand. It is flowers, insects, fish, rain and snow, fields, rainbows, birds, running water and a vibrant surrounding world. Early childhood scientific enlightenment education is to guide children into the surrounding world, observe the characteristics and changes of the surrounding world, and gain certain scientific knowledge through active exploration. Therefore, the "Early Childhood Science Enlightenment Education Curriculum" has the following basic characteristics:
1. Early childhood science enlightenment education is a long-term process.
Our science curriculum focuses on children's lifelong learning and development, pays attention to the educational goals and values of children's enjoyment and learning, and emphasizes the cultivation of children's intrinsic learning motivation and interest and the development of children's continuous learning ability.
2. Early childhood scientific enlightenment education pays attention to the life and generation of content.
Life-oriented educational content is an important prerequisite and condition to trigger children's active learning and inquiry. 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 the significance of the learning content to themselves and those related to them, which is the problem they want to understand and solve at present, can they actively study and explore, discover and feel the magic of the surrounding world, and experience and comprehend science at their side, can they maintain a permanent strong curiosity and desire to explore.
This feature of early childhood science enlightenment education is the fundamental guarantee for cultivating children's interest and curiosity in inquiry, guiding children to understand the practical significance of science, and obtaining the dynamic mechanism of lifelong learning, as well as for children to obtain truly internalized scientific knowledge and experience. The generative nature of educational content requires teachers to be good at discovering and using things that children are interested in, questions they want to explore and favorite content to generate scientific educational activities; Be good at discovering, protecting and cultivating children's scientist-like curiosity and interest in inquiry.
3. Early childhood scientific enlightenment education pays attention to the exploration process.
The core of children's scientific enlightenment education is to let children experience the process of inquiry, so as to really learn and explore actively. First, children's activities and operations through the interaction between children and things; Second, the interaction between children's original experience and new discovery is that children verify their ideas through operation. In this process, children are active learners, and they are the process of exploring, discovering and acquiring knowledge and experience. The role of teachers is to support, trigger and guide children's exploration and discovery. This process is a real active learning and exploration process and an active construction process of children's understanding.
Pay attention to the creation of environment and the utilization of natural environment, and attach importance to the stimulation of children's interest in inquiry and the construction of experience in the process of inquiry. We guide children to explore through personal experience, observation and imagination, experimental records, verification and communication. In the continuous study and practice, children's feelings for nature are enhanced, children's interest in science is cultivated, and children's curiosity and exploration spirit are stimulated.
4. Early childhood scientific enlightenment education pays attention to individual differences in children's learning.
Respecting individual differences in children's learning and development, embodying individualized education, promoting individualized development and inspiring children to actively explore. In the practice of carrying out science education, children are guided to find problems, ask questions and find solutions in their daily lives by using various educational contents and means, so that children can gain rich knowledge of things in many ways, thus improving their observation, creativity and problem-solving ability.
Fourth, the goal and content of scientific enlightenment education.
1, scientific emotion and attitude:
Including the impression of science and technology in modern life around us, the influence of science and technology on life, the concern for scientific phenomena around us, the observation of natural phenomena in life around us, the attraction of scientific phenomena around us, the observation and accumulation of scientific phenomena around us, and the willingness to try some scientific phenomena.
2, scientific knowledge:
(1) Human body: including the structure and function of the human body, the physiological and psychological activities of the human body, the growth and aging of individuals, and the protection of body and health.
(2) Animals and plants: including different external characteristics and living habits of animals, different places where animals live, knowing some common flowers, trees and vegetables, observing the seasonal changes of plants, and understanding the relationship between plants and animals, plants and humans, etc.
(3) Ecology and environment: including various elements of ecological environment and their relationships, manifestations of ecological environment pollution, methods of protecting ecological environment, etc.
(4) Natural scientific phenomena: including astronomical phenomena such as knowledge about the sun, the earth and the moon, climate and seasonal phenomena such as understanding the relationship between climate and seasons, physical phenomena such as the relationship between light and shadow, the generation of sound, the generation of force, electricity and magnetism, and chemical phenomena such as understanding the mildew of food.
(5) Science and technology in life: including the application of science and technology in family life, the application of science and technology in social life and the development of science and technology.
3. Scientific methods and abilities:
Including the methods and abilities of observing and comparing, trying to explore and collecting information.
What is scientific enlightenment education? Einstein, the great inventor, once defined science as "the experience of seeking meaning". Professor Liu Zhanlan summed up and refined the definition of science by famous scientists all over the world in the book "The Enlightenment Education of Early Childhood Science", and thought that science is not only an acquired knowledge system, but also a process of exploring the meaning of natural things through personal experience and then understanding the world.
According to the professor's definition, the definition of scientific enlightenment education in our garden refers to the exploration process that children perceive, observe, operate, discover, ask questions and find answers to the surrounding nature (including artificial nature) through their own activities under the guidance of teachers.
What is the significance of parenting education? "Parenting education" is mainly based on blood relationship. According to the unique family situation in China, this relationship has been extended to the relationship between all people who have close contact with children-caregivers and children, thus forming the parent-child relationship between caregivers and children with interaction as the core content. Therefore, "parenting education" is a special form of early education, aiming at caring for the physical and mental health of infants, developing their potential, cultivating their personality and constantly improving the overall quality of the newborn population.
Parenting education is different from family education and kindergarten education in general. Based on the development of brain science, it breaks the segmented management system from infant health care to preschool education, advocates the education concept from 0 years old, emphasizes the whole process of education and development, and pays special attention to early education before 3 years old. Its goal is to realize the ideal development of ordinary children. It takes game activities as the main educational means and designs teaching activities according to the physical and mental development characteristics of infants aged 0-3. Improving parents' scientific parenting level, realizing children's guiding ideology of parents' training, and forming a teaching mode of interactive games among teachers, parents and children are the biggest characteristics of parent-child activities. The purpose is to make children develop well and parents become qualified educators through parent-child interactive games.
Relevant education experts give young parents the following 30 suggestions:
1. Always full of hope for children;
2. Always know what children like and make them feel happy at home;
3. Always encourage children and don't throw cold water on them when they fail;
4. Parents should do what their children are asked to do first;
5. Parents do not quarrel in front of their children;
6. Don't speak ill of grandparents or grandparents to children;
7. Be able to admit your mistakes to your children;
8. Don't scold children in front of others;
9. When others point out the shortcomings of children, they don't protect their own shortcomings;
10. Correctly face the child's "why", knowing it is knowing it, not knowing it;
1 1. Often take children to play in nature;
12. Give children time and space for free activities every day;
13. Take children to outdoor activities every day;
14. Encourage children to take the initiative to do things, even if they fail, they think it is worthwhile;
15. Often discuss various issues with children and strengthen the communication and exchange of thoughts and feelings between the two sides;
16. When children have something to say to you, listen patiently no matter how busy they are;
17. When criticizing children, allow children to defend and refute;
18. Don't say things like "You are stupid and can't do anything" to children;
19. Generally, children are not forced to make their own choices and judgments;
20. Fulfill your promise to your children;
2 1. Welcome children to play at home;
22. Pay attention to children's emotional changes and understand their psychological needs;
23. At home, give children a world of their own;
24. Buying toys for children should not be too much and too high-end;
25. Don't scare children easily;
26. Always keep in touch with the teacher;
27. There are major events at home, try to seek the opinions of children;
28. When the child makes a mistake, don't settle old scores with the child;
29. Don't indulge children's comparison psychology;
30. Don't turn a blind eye to children, and don't let yourself go.
Primary school is enlightenment education. What is the technical secondary school education? Middle schools in China are divided into junior high schools and senior high schools (hereinafter referred to as junior high schools and senior high schools). Junior high school is still a nine-year compulsory education, and senior high school is a higher education institution that we can contact before university. My understanding of junior high school and senior high school is that junior high school is cognitive education after enlightenment education, during which children's cognitive ability has been improved and they have a new understanding of the world; In high school, I called it enlightening education. During this period, children's world outlook, values and outlook on life gradually formed. It is important to inspire them and let them have a better understanding of their future life.
What does enlightenment education mean? Childhood education
Is Qiao Hu the most scientific enlightenment education at present?