Only by truly understanding children's understanding and interest in something can the activities designed by teachers be truly welcomed by children. When I am with children, I often hear many strange questions, such as why the sun rises in the morning and sets at night, where the water comes from, where people come from and so on. These seemingly simple questions contain rich scientific phenomena and profound scientific truth.
It is these questions that inspire children's endless interest in inquiry and guide them step by step into the hall of science. For example, in the observation activities of the natural corner, some children are complacent because their garlic grows tall, and some children feel wronged because garlic grows short.
The children disputed the height of garlic. Some people say that it is because of too much watering, and some people say that too much watering will drown garlic. What affects the growth rate of garlic? The teacher intervened in time after discovering the child's argument and asked the child to re-read his original record.
As a result, they found that the garlic they planted was placed in different places, and the temperature on the same day was different, and the time of sunlight exposure was different.
In order to find out whether the game is for these reasons, the skeptical children are divided into two groups. One group put garlic on a sunny windowsill, and the other group kept observing and recording it every day. Results They gradually found that the two groups of garlic had obviously different growth processes.
Contents and requirements of kindergarten science education;
(a) to guide children to the characteristics and changing rules of common things and phenomena around them to have interest and desire to explore. ?
(2) create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt, support and encourage them to ask questions boldly, express different opinions, and learn to respect the views and experiences of others. ?
(3) Provide rich and operable materials. Provide each child with a variety of sensory and ways to explore the activities of the conditions. ?
(4) Cultivate children's awareness and ability of cooperative learning by guiding children to actively participate in group discussion and inquiry, and learn to express, communicate and share the process and results of inquiry in various ways. ?
(5) Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, construct a preliminary concept of number, and learn to solve some simple problems in life and games with simple mathematical methods. ?
(6) Starting from the scientific and technological achievements that children are familiar with in life or in the media, guide children to feel the influence of science and technology on life, and cultivate children's interest in science and reverence for scientists. ?
(seven) on the basis of children's life experience, help children understand the relationship between nature, environment and human life. Start with the little things around you and cultivate the initial awareness and behavior of environmental protection.