Keywords: kindergarten science education activities, problems, countermeasures
I. Definition of the problem
Research on Problems and Countermeasures in the Implementation of Kindergarten Science Education Activities was officially started in September 2006. Through the preliminary implementation and research from September, 2006 to February, 2006, the teachers in the research group generally feel that the topic is too wide to grasp the specific operation, because the kindergarten science education activities mainly include collective activities, regional activities (group activities, individual guidance) and children's unconscious activities. According to the teachers' feedback, the research group actively contacted preschool education experts and communicated with them in detail about the problems existing in the project implementation. Experts put forward new suggestions on the definition of problems in the project according to the actual situation of kindergartens, and defined the scope of problems studied in this project as the problems and countermeasures in the implementation of science education activities in kindergartens, which was unanimously recognized by the teachers of the research group.
The regional activity without class boundaries is a kindergarten-based activity carried out by Yinchuan No.2 kindergarten according to the class layout and the actual needs of kindergarten children. Regional activities have effectively promoted children's enthusiasm, innovation ability, cooperation ability and communication ability. Since its launch, it has been widely recognized by experts and peers in the region. Teachers have accumulated rich experience in regional activities, and science education is also a kindergarten-based topic in kindergartens. Therefore, teachers have certain ability to carry out scientific research activities. By consulting the literature, it is found that the research on the problems and countermeasures in the implementation of the activities in the whole region and even the whole country is blank, and this topic has high research value.
Second, the guiding ideology of the research
With the enhancement of the consciousness that science and technology are the primary productive forces, the demand for scientific quality of the whole people in the 2 1 century, and the deepening of preschool education reform, science education has been brought into the preschool education system with its unique charm and efficacy, and has become an important content of preschool education. Guided by the spirit of "Guidelines for Kindergarten Education (Trial)" issued by the Ministry of Education in July 20001year, this topic solves the problems and countermeasures encountered in the activities of teachers' science area, develops children's curiosity, interest and thirst for knowledge, and the spirit of scientific inquiry, and sows the seeds of loving, learning and using science for children from an early age.
Third, the goal of science education.
1. Explore the problems and countermeasures in the implementation of regional activities in kindergartens.
2. Improve teachers' understanding of the significance of preschool science education, understand the characteristics of preschool science, master some contents and methods in the implementation of kindergarten science area education, and promote the continuous development of preschool children.
Fourth, study and solve problems.
1, A Study of Small Class Children's Interest in Science Park Activities
2. Problems and countermeasures in kindergarten scientific inquiry and recording activities.
3. How to create the environment of kindergarten science area
The research method and process of verb (abbreviation of verb)
research method
1, action research method. Podaak, a famous American preschool education scholar, believes that preschool science is a continuous and reconstructed intellectual activity process. Including observing, describing (exchanging opinions), asking questions, etc. Through this process, we can create or recreate the imagination, action, connection and understanding of natural phenomena about children's own world. Therefore, this study mainly adopts action research. We adhere to the action research process of learning-practice-reflection-promotion, take practice as the breakthrough point of research, start with the problems in practice, form a learning body, transform educational ideas into educational practice, constantly reflect in practice and creatively carry out research.
2. Literature method. Collect and sort out the educational theory literature about kindergarten scientific activities, and provide reference for the research of this topic.
(2) Research process
The topic was officially opened in September 2006, and the whole research stage lasted nearly three years, including preparation stage, research implementation stage and summary stage.
The preparatory stage (2006.9—2006. 12) is also the preliminary experimental stage of the study. The main tasks are to determine sub-topics, draw up research plans, determine research objects, conduct relevant pre-tests on research objects, collect relevant research materials, increase the hardware facilities needed for research, and pay attention to the accumulation and improvement of researchers' own knowledge.
In the research implementation stage (February 2007-June 2009), the members of the research group strictly followed the project plan and steps and followed the specific requirements of the research, ensuring the scientific and rigorous implementation process. On the basis of investigation, collection, accumulation and analysis of relevant information and concrete implementation, the members of the research group enriched the information in the scientific discovery room. The phased summary of the research was completed on time. Write the final report and thesis of the project.
The project summary stage (June 2009-September 2009) was carried out with the direct help and guidance of relevant scholars. The majority of the members of the research group have carefully analyzed the preliminary work, sorted out the implementation materials, analyzed the research results, summarized the problems and strategies found in the implementation of pediatric school district education, and wrote a report on the conclusion of the project.
Results, analysis and demonstration of intransitive verbs
(A multi-channel to stimulate small class children's interest in participating in scientific activities.
The new "Outline" clearly points out that interest is the foundation to stimulate children's curiosity and desire to explore and develop their cognitive ability. Interest is the internal motivation to promote children's perception of things. Only when children have a strong interest in perceived things and phenomena can they be stimulated to actively explore knowledge and learn skills. For children in small classes, children are full of curiosity about everything around them, which is the best time to stimulate their interest in scientific exploration activities. Teachers should choose appropriate content, materials and guidance methods according to the age characteristics of small class children.
1, choose the scientific content of children's life.
Small-class children's scientific inquiry has the characteristics of being easily satisfied with their own performance, concretizing their experience and being easily influenced by emotional contagion. The scientific content chosen by teachers should be based on the life experience of small-class children, close to the recent development area of children, in line with the current development level of children, which can arouse children's interest in inquiry, become children's needs, and be intuitively perceived and operated by children. Water is children's favorite. Every time they wash their hands, they will stand in front of the pool, quietly playing with water, splashing water on each other and playing with their hands when the teacher is not looking. Occasionally ask them to wash cups, and they always play while washing. No matter what kind of requirements the teacher puts forward, the children will get carried away and enjoy it. Bubbles are also familiar and loved by children in daily life. Whether they wash their hands with soap or their mother takes a bath with bath, they always pay close attention to the changes of bubbles. Choose scientific life content. Children have certain life experience and are easier to understand.
2. Provide anthropomorphic scientific operation materials.
Children often personify inanimate objects, and often think that inanimate objects can talk, move and think, and are their own kind. Teachers should provide materials for scientific activities according to the characteristics of children's anthropomorphism, and smoothly transform the requirements of science education into the needs of children's own exploration. When the teacher changed the bottle doll into a balance doll, the children liked it very much, both in appearance appreciation and practical operation, which enhanced their interest in inquiry.
3. Use games to stimulate interest in participating in scientific activities.
The game is made to meet the internal needs of small class children. They are children's spontaneous activities and are most popular with children. If rational scientific knowledge is combined with games, children's enthusiasm for participating in activities can be effectively stimulated. Blowing bubbles has always been a favorite game for children, and it is understandable to use it to arouse children's interest in science. Blowing bubbles can let children play in it, have fun in it and learn some elementary scientific knowledge unconsciously.
4. Gradually carry out scientific education activities.
When choosing educational content, we should generally consider various reasons and follow the principles of from easy to difficult, from shallow to deep, from near to far, and step by step. Children are the masters of activities. Respecting and accepting individual differences can stimulate and maintain each child's interest in scientific activities by using different operating materials or providing operating materials with different difficulties, so that each child can be interested in scientific activities and gain a sense of success. For example, in the balance, small classes only use some small beads instead of weights, while in the middle and large classes, children can make some weights themselves or operate experiments with weights with a certain number of grams. In terms of self-awareness, children in small classes can know their five senses, children in middle classes can know their bodies, and children in large classes can know their abilities. These educational contents beneficial to children's long-term development can lay a good foundation for children's lifelong learning and development.
5. The teacher's behavior and language should be infectious.
Small class children have the characteristics of good imitation and easy suggestion. What teachers like is often what children like, and what teachers say and do directly affects children. Therefore, it is necessary to infect children with their love for scientific activities and guide them to participate in scientific activities with curious expressions and vivid language. Pay special attention to understanding the child's psychology and try to keep your own psychology consistent with the child. Children's lack of emotional understanding is often not surprising to adults, and children will find it extremely novel. So we try our best to satisfy and conform to their psychology, understand them, play with them more, watch and explore together, so that children can learn the attitude and method of treating things from the teacher's expressions and actions. In addition, we can infect children and let them devote themselves to scientific activities with great enthusiasm.
(two) to form children's scientific quality in the exploration and recording activities in the scientific field.
With the deepening of kindergarten science education reform, in recent years, carrying out inquiry-based science activities has become the focus of teachers' attention, and there are also many related studies at home and abroad. However, in the process of carrying out children's scientific inquiry activities, the use of scientific records is a relatively new problem for teachers, and there are also many puzzles and even some misunderstandings. These misunderstandings directly affect the smooth development of scientific inquiry activities in kindergarten education and teaching, affect children's interest and ability in scientific inquiry, and are not conducive to the formation of children's good scientific inquiry quality. In the research on the problems and countermeasures of the sub-topic "Exploration and Recording Activities in Kindergarten Science Zone", we have conducted the following research:
1, errors in scientific recording activities
(1) Using scientific record sheets is an adult's behavior, which has little effect on promoting children's development.
(2) Children's scientific recording activities are too difficult. Teachers are organizers and commanders, so it is difficult to grasp the characteristics of children's scientific recording.
(3) There are too few contents in children's scientific records. How to choose? It is not easy to determine what the selection criteria are.
(4) Small class children can't make scientific records.
Judging from the above-mentioned misunderstanding of teachers' scientific recording activities, teachers' knowledge and understanding of scientific recording activities are insufficient, and there is a lack of ways and means to organize children to record scientifically, so the educational concept needs to be improved. The lack of teachers' professional ability will directly affect the formation of children's scientific quality. To this end, we have determined the research objectives of this sub-topic from the following aspects.
2. Research objectives of sub-topics
(1) Study the status and role strategies of teachers in the inquiry recording activities in kindergarten science area.
(2) Explore the content selection strategy of inquiry recording activities in kindergarten science area.
(3) Explore the strategies and methods of material application in inquiry recording activities in kindergarten science area.
(4) Explore the strategy of establishing kindergarten science area and explore the recording environment.
Through research, teachers get out of the misunderstanding and realize that recording is an important step of scientific research and exploration and an important link of inquiry science education. Recording helps children to have an objective understanding of nature. Through continuous exploration and practice, we summed up the strategies and methods to carry out inquiry records in kindergarten science area, which improved the original development level of teachers, stimulated children's interest in scientific inquiry, germinated children's curiosity and promoted the formation of children's scientific quality.
3. Formation of specific strategies.
Strategy 1: Build a platform for teachers to be the guides and helpers of children's scientific records.
(1) Construct the homology of learning and grasp the characteristics of scientific records.
Determine the theme and be led by the specialty: In March 2008, according to the sub-project implementation plan, we determined the scientific research content as how to carry out children's scientific recording activities. Zhang Ling, director of nursing education, introduced the activities of children's scientific records at home and abroad, and Yang Chunyan, a teaching researcher, gave a preliminary lecture on "Let children open their minds in inquiry", aiming at grasping the direction of developing children's scientific records research according to the spirit and requirements of the syllabus.
Ask questions and group: According to the theme, how to carry out children's scientific recording activities, the research team identified three related learning questions. The lesson is: How to choose the content of scientific inquiry records suitable for children of different ages? Middle class: How to provide different recording tools, materials and methods for children of different ages? Large classes are: How do teachers organize and guide children's scientific inquiry activities?
Group learning and self-improvement: the research group assigned the above three questions to three parallel groups respectively, and invited teachers from non-research groups to participate in the research. The parallel group formed a summary of relevant experience through group teaching and research. The specific method is to further decompose the group problem into several sub-problems, and form a learning summary of the group problem by determining the problem-taking responsibility for the problem-autonomous learning-group-group discussion in turn.
Collective communication and mutual learning: hold an experience learning report meeting. Each of the three parallel groups elected a reporter to report the group's problems after the self-study, and other teachers could make relevant supplements. If other teachers have doubts about this, they can discuss it collectively after the group ends.
Through the above-mentioned professional-led group teaching and research to the shared collective teaching and research mode, three ways of learning in the park are formed: professional-led, group teaching and research and collective discussion. These three mutually penetrating and complementary isomorphic forms of learning affect teachers to consciously think about the problems encountered in the project with professional thinking and grasp the characteristics of children's scientific records from a professional perspective.
(2) Practice observation and internalize the learning concept.
Longitudinal comparison, grasping age characteristics: In 2008, the research group continued to discuss and determined that the specific observation and discussion contents of the sub-topic were dissolution and magnets. I believe these two contents can be taught in large, middle and small classes, and the same contents can also be taught in different classes. Teachers can intuitively compare the differences in cognition, emotion and hands-on operation of children of different ages in scientific recording activities, and feel the ways and means of designing and carrying out scientific recording activities in kindergartens for different ages. The contents of dissolution activities include: the small class tastes good, what happens when the sugar in the middle class is put in water, and the dissolution of the big class. The contents of magnets are: dancing rabbits in small classes, interesting magnets in middle classes and interesting magnets in large classes. Teachers who participate in topic observation and discussion activities should observe whether the activities are suitable for children of this age, whether the target positioning is accurate and the content of the activities. This creative form of observation and discussion enables teachers to grasp the characteristics of children's scientific records as a whole on the basis of longitudinal comparison. For example, small classes are suitable for collective recording activities mainly based on games, middle classes are suitable for groups or individuals who try to operate things, and large classes are more suitable for recording activities in five links (before and after activities) of scientific inquiry activities and the inquiry process during activities.
Transverse induction, explore the recording method: before observing the activities, four classes in each parallel class prepare lessons first and give lectures collectively. After discussion, they came up with two best design teaching plans about dissolution and magnets, and then sent two teachers to implement them. After observing the activities, the parallel group summarized the general methods of children's scientific records of different ages according to the teachers of the research group, improved or perfected the teaching design, and then the other two teachers took classes for the second time to explore the best method of summarizing children's scientific records of different ages.
Teachers, as guides and promoters, create a good atmosphere for scientific records: in the scientific activities of "fruits and dried fruits" in small classes, teachers ask children to observe and guess in a mysterious tone: which is the fruit and which is the dried fruit? And tell the child that as long as he guesses correctly, he will be given a taste. After tasting freely, please ask the children to say: How do you know about fruits and dried fruits? . In the whole activity, because the teacher grasped the psychological characteristics of children's eagerness to taste, he guided the children with infectious language and actions, which doubled their interest, actively participated in scientific recording activities, and expressed their guesses and feelings after tasting in language, from which they initially felt the attitude and method of treating things.
Strategy 2: record the content with appropriate science to stimulate children's curiosity about science.
(1) Select the content suitable for scientific inquiry and recording.
Recording is an important part of scientific inquiry. What to record for children and how to record it are very important for the effectiveness of inquiry activities. In the "Sweet and Sour" activity in small classes, there are some defects in the determination of recording content and the choice of recording methods: the teacher prepared three kinds of fruits for the children, apples, oranges and grapes. First, ask the children to guess which of the three fruits is sweet and which is sour. Only a few children can tell their own guesses, then let them taste them, and introduce the recording and recording methods to them, asking them to paste red ideas on the sweet ones. After the activity, the teacher scientifically analyzed the reasons and thought that the following points should be paid attention to: first, pave the way in advance to let the children perceive the different shape characteristics of these three fruits; Second, understand the age characteristics of small class children and locate them accurately. Choosing three kinds of fruits to distinguish between sweet and sour records is a bit too much for small class children. It is enough to choose two kinds. Third, when designing a scientific record sheet for small class children, don't let small class children record the results of their own guesses, which is somewhat difficult for small class children, so let them talk about the results they have tasted. Fourth, it is not easy for children to understand sweet and sour with red and green markers, but it can be recorded with words and pictures of fruits, which is easy for children to understand.
Therefore, when determining the contents and methods of records, teachers must consider whether they can effectively prompt and promote children's inquiry, whether they can make children clear about the problems to be explored and find new problems from them.
(2) Choose scientific records close to children's lives.
There is science everywhere in life. It is one of the ways to stimulate children's curiosity to choose scientific recording activities close to their lives and let them explore records in familiar things in life. For example, let the egg baby stand up, what will happen if sugar is put in water, good drinks, soft and hard, and so on. , all selected from the life experience of young children.
(3) Choose interesting scientific records.
For example, in the "interesting sound" of the middle class, children are required to operate various percussion instruments freely, such as poem, waltz board, cymbals, etc., and record their feelings and understanding of the sound through operating points, lines, surfaces and other graphics, so that children can establish auditory and visual connections, and at the same time, children are required to exchange records with each other, which increases their artistic perception and performance of different sounds made by different instruments and enriches their experiences.
For example, my small change provided children with convex lens, concave lens and flat mirror, and the bottom of the mirror listed 1, 2 and 3 respectively. Ask children to play with three different mirrors, see what changes they have in the three different mirrors, and record their own changes in the record table for comparison. Children are always happy about this activity.
(4) Choose operable scientific records.
Inquiry in operation is the main goal of carrying out scientific education activities, and scientific activities carried out in the form of records are even more inseparable from operation, which is perception and recording is the internalization of information. For example, what the big class can play, the child must personally operate the experiment to verify whether his guess is correct. For example, small iron bars can be blown, which is different from their guess.
Strategy 3: Provide appropriate materials and methods to help children analyze and record.
(1) Materials and methods should be in line with children's cognitive level.
The purpose of small-class transportation recording method is to germinate the awareness of small-class children to record scientific information, so that children can truly experience the fun of exploring science in a relaxed and happy game atmosphere. Therefore, the materials to be recorded should arouse children's desire to explore, not too much. For example, in the "Bunny Jumping" activity in the small class, the teacher used a rabbit with an iron base and a rabbit with a wooden base to demonstrate the rabbit dancing on the stage. Let the children discuss why one rabbit can dance and the other can't. After guiding the children to understand the difference between the two rabbits, they provided magnets, needles and pieces of paper.
In addition to charts, paintings or various symbols, the research group also explored recording methods such as physical pasting and action performance, which enriched scientific recording methods. For example, in the class of "Understanding the North and South Poles of Magnets", the teacher provided each child with two magnets to guide the children to operate and explore, and then directly posted their own explorations on the magnets for recording.
(2) The recording form should be easy for children to understand and record.
The record table is the result of children's specific operations, and the design of the record table should be scientific and reasonable, which is convenient for children to understand and record. For example, when designing small class scientific record forms, try to design collective record forms; If you need children to make personal records, you should avoid designing the column of conjecture record, because small classes have short memory time and cannot accurately record their previous conjectures. Let the children talk about their guesses and only design the record table after operation. In addition, the recording form can be marked with objects according to the content, so that children can see it at a glance and understand it easily. For example, in the small class's "Dancing Rabbit" science activity, the teacher put two kinds of objects on the record sheet, those that can be attracted by magnets and those that cannot be attracted. It is easy for children to understand that children should only put red dots on the record sheet if they can be attracted. Therefore, children in small classes are only suitable for simple and intuitive recording, and don't guess the recording link. In the process of use, we must pay attention to the hierarchy and order.
(3) Appropriate use of guessing links
Use guessing to create suspense and stimulate children's desire to explore: in the small class scientific activity "Guess which cup is clear water", create a relaxed environment for children, use guessing activities to create suspense, let children boldly say their findings, verify their guesses through record sheets, guide children to discover the difference between milk and other water, and cultivate their initial guessing ability and scientific inquiry spirit.
Small classes are suitable for collective guessing: children in small classes have poor independent operation ability, and teachers are suitable for collective guessing. They carefully designed questions, guesses, verifications, exchanges and other links, and let children know every link of the activity in the form of games, which is the main way to form small class children's initial guess and record consciousness.
In the practice of the project, teachers deeply realize that recording is an important way for children to carry out scientific inquiry. When determining the recording method, we should respect children, choose the appropriate recording method, consciously cultivate children's recording habits and abilities, make children willing to explore, and gradually understand that scientific conclusions must be based on facts, thus forming a correct attitude towards scientific inquiry and good scientific quality.
(3) Create an open, easy-to-communicate and encouraging scientific environment.
(1) Design and manufacture science toys with waste materials.
In 2008, we also mobilized teachers to give full play to their wisdom, designed and produced many popular science toys with waste materials, and further attracted children to participate and let them learn while playing. In the process of observation and exploration, they have increased their knowledge, broadened their horizons, cultivated their observation ability, practical ability and language expression ability, and inspired their spirit of active exploration.
(2) Design the class science record wall to provide a platform for children to communicate with each other.
Each class designs a scientific record wall according to the content of scientific activities carried out by the class, so that children can intuitively show their findings and exploration results on the record wall, which is helpful for the communication and experience sharing among their peers, thus gaining more perspectives and understanding more viewpoints and different findings.
For example, after carrying out the "soft and hard" scientific activities in small classes, the teacher found that the children still maintained such a strong interest in touching and guessing objects, so he built a touch wall in the class environment, and provided various materials by the wall for the children to touch in normal or regional activities, and also designed an activity collective record table, so that the children could paste and record their touch results at any time, providing opportunities for children to communicate with each other in exploring touch activities.
(3) Create a kindergarten science discovery room to broaden children's scientific horizons.
In order to give full play to the educational resources of the environment and guide children to carry out scientific exploration activities, in 2003, the kindergarten invested in establishing a DIY scientific discovery room with advanced consciousness, novel design, excellent production, wide knowledge and strong operability. The combination of knowledge and interest, knowledge of nature and physical knowledge, aesthetic education and intellectual education is a paradise for children to carry out scientific enlightenment education. Since the project started in 2006, under the careful organization of the park leaders, teachers have created, supplemented and improved a series of activity areas on the basis of the original facilities, such as popular science area, operation area, exhibition area, library area, observation area and computer operation area. Each activity area embodies children's scientific knowledge and operability in terms of material selection and material delivery, and there are various aviation navigation models; There are also specimens of animals and plants; At the same time, the operating materials are scientifically classified according to their properties and uses, which are specifically divided into: magnetism, hearing, vision, acoustics and photoelectricity, toy models, daily necessities and so on. Every day, children from universities and middle schools are arranged to observe and explore in the science discovery room in turn, and the results of operation and observation are recorded and posted on the display wall, which is warmly welcomed by children.
(4) Attracting small class children to participate in activities in the form of "nurturing children"
Kindergarten science exploration room provides rich places for children of all ages to learn from each other. Children in small classes can't play with magnets. Let's see how the brothers and sisters in big classes play first. Brothers and sisters can also play for brothers and sisters. Small class children are integrated into the scientific activities of large class and middle class children, which broadens their horizons and stimulates their interest in participating in scientific activities.
(5) Create a relaxed environment for children's scientific inquiry.
In scientific activities, teachers should be children's assistants, material providers and friends. In this way, children will be willing to tell their teachers and peers about their exploration, discovery, success, feelings and needs, exchange ideas with each other, enjoy the fun in scientific activities, and establish a truly equal, harmonious and democratic teacher-student relationship.
Seven. Project results
(1) In June, 2009, Yinchuan Institute of Education and Yinchuan Preschool Education Research Association launched an essay activity on the theme of * * * growth between me and kindergarten-based teaching and research, and the paper "Guiding children to experience the joy of exploration and creation in scientific theme education activities" won the first prize.
(2) In June 2009, Yinchuan Institute of Education and Yinchuan Preschool Education Research Association launched an essay-writing activity with the theme of * * * growth of kindergarten-based teaching and research. Feng wrote a case of this topic, How to Guide Small Class Children's Scientific Records, and won the second prize.
(3) In June 2009, Yinchuan Institute of Education and Yinchuan Preschool Education Research Association launched an essay-writing activity with the theme of * * * growth of kindergarten-based teaching and research, and Shang's paper "Grasping educational opportunities and stimulating children's interest in scientific inquiry in many ways" won the second prize.
refer to
1, Guiding Outline of Kindergarten Education (for Trial Implementation)
2. Computer-aided teaching in kindergarten science education. Author: Zhang Lili.
3. "Using audio-visual education to carry out kindergarten science education" Chen Jiangxi shanggao county Kindergarten
4. Academic publications such as Kindergarten Education, Preschool Education Research and Preschool Education.
5. Dictionary of Kindergarten Education Heilongjiang Science and Technology Press
6. Network information
Attachment (3)
Questionnaire on the application of multimedia technology in scientific activities, a sub-topic of Ningxia's second phase basic education project "Problems and countermeasures in kindergarten science education activities"
All members of the research team:
The application of multimedia technology in scientific activities is being implemented in the sub-project of Ningxia's second basic education project "Problems and countermeasures in kindergarten science education activities". In order to implement the sub-project goal: 1, explore the application content and methods of multimedia technology in children's science education activities. 2. Form the application strategy of multimedia technology in kindergarten science education activities; Through research activities, a top-down research strategy has been formed. Please take a scientific attitude towards the topic and seriously consider the following questions:
1. How do you choose the content suitable for kindergarten multimedia science education activities?
2. What problems have you encountered in the research and development of the kindergarten multimedia science survey of education activity?
3. What problems have you found or realized in observing the multimedia popular science education activities of your peers?