New changes:

1, Pay attention to the cultivation of children's scientific thinking: In the implementation of preschool children's scientific education, preschool educators need to take more active teaching, use the natural environment to arouse children's observation and exploration, put forward scientific thinking questions, learn how to summarize and analyze problems, and thus encourage them to develop the consciousness of solving problems independently.

2. Experimental education: Preschool children's science education should also pay more attention to experimental education. Using experimental education, preschool children can feel scientific knowledge in practice to interpret new knowledge, vividly stimulate children's interest in learning and stimulate their thinking development ability.

3. Diversified development: Cultivating preschool children's diversified development has become an important goal of preschool science education, emphasizing preschool children's development in scientific knowledge, thinking and language ability.

International scope:

With the international community's increasing attention to preschool education and the introduction of relevant international policies, preschool children's science education has also changed, especially the "intelligent education" initiative put forward by international organizations such as UNESCO.

Some western developed countries combine artistic tradition with modern science and technology, combine critical thinking ability with creativity, and develop the theme of cultivating children's scientific understanding ability, analytical ability and sustainable development into preschool science education.

The existing problems mainly include:

1. Pay attention to the instillation of scientific knowledge, rather than the cultivation of inquiry interest.

The development of preschool children's science education in China is relatively short, which makes a large part of science education still stay in common sense education. The main goal of education is to acquire knowledge, ignoring the practicality and inquiry in the process of science education activities.

It turns science education activities into a classroom for imparting knowledge to children, thus ignoring the cultivation of scientific quality, not stimulating children's interest in science education activities, and not conducive to cultivating children's scientific attitudes and emotions such as curiosity, enterprising spirit, patience, carefulness and spontaneous love for creative thinking.

2. Scientific activities are abstract and difficult for children to understand.

The contents of preschool children's scientific education activities are often abstract and can't be displayed intuitively in front of children, while preschool children's thinking is intuitive. It is difficult for traditional science education methods to visualize and concretize abstract scientific content, which makes it difficult for children to understand. Teachers only rely on their own explanations and demonstrations to impose results or answers on children, and the effect of the activities is not ideal.