Discussion on Science Education for Preschool Children (I) "Exploration on Effective Integration of Information Technology and Science Education for Preschool Children"
Abstract: In recent years, information technology has been integrated into preschool education with its unique manifestations, providing a rich educational environment and powerful learning tools for preschool children's learning and all-round development. Based on the present situation of preschool children's science education, this paper analyzes the present situation and problems of preschool children's science education activities through literature and case studies, expounds the advantages of applying information technology to preschool children's science education, discusses in detail the ways of integrating information technology with science education activities from three stages of preparation, implementation and consolidation, and puts forward relevant suggestions.
Keywords: information technology; Scientific education activities; merge
China Library Classification Number: G434 Document Identification Number: B Document Number:1673-8454 (2016)14-0060-04.
The research and practice of preschool children's science education in China started late, and it has been in kindergartens for decades since 1990s. Common sense class? Gradually being. Science education? Replace with. [ 1]
At present, although kindergarten science education has made some achievements in theory and practice, there are still some problems that are not conducive to children's learning and development, such as teachers' narrowing of the connotation of science education, teachers' improper intervention in organizing activities, children's attention focused on teachers, and lack of attention to their own inquiry process and results. The integration of information technology and science education activities can effectively solve these problems.
First, the realistic demands of preschool children's science education
Preschool children's learning of science begins with their curiosity about the world around them and themselves, which leads to the exploration of things around them. [2] Science education for preschool children is an activity that teachers guide preschool children to actively explore the world around them and gradually form scientific literacy.
Preschool children's scientific education activities will have a great impact on children's life, which is an integral part of preschool children's all-round development education. Science education for preschool children can promote the all-round development of children's cognition, emotion and personality; Stimulate preschool children's curiosity, scientific interest and positive attitude towards the world around them; Enrich and accumulate scientific knowledge and experience of preschool children; Developing preschool children's scientific skills; Cultivate preschool children's initiative, enthusiasm, independence, creativity, self-confidence and other good personality qualities.
In practice, there are many problems in the development of science education activities, which cause preschool children to lose their interest and desire in scientific inquiry and restrict the realization of the practical value of activities.
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. [3]
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.
3. The traditional concept of education imprisons children's imagination
In the activities of preschool children's science education, some teachers practice on children? One size fits all? 、? Great unification? . Teachers seldom analyze individuals, so it is difficult to teach students in accordance with their aptitude. Preschool children are trained to obey the teacher's orders as a whole, and their desire for innovation and imagination are suppressed, which restricts the development of thinking and imagination.
4. Teachers lead the activity process, and children lose their subjectivity.
Science education activities should be the process of children's active exploration. However, what is the reality? Only teachers lead the teaching, and no children take the initiative to learn? . Children's thinking always follows the teacher's guidance, listens to the teacher's explanation and answers the questions that the teacher thinks should be known. There are few opportunities for hands-on operation and personal experience. In this environment, children lose their subjectivity and it is difficult to experience the fun of free inquiry.
5. The activities are organized in a single form and cannot arouse curiosity.
The organization forms of preschool children's science education activities should be flexible and diverse, such as games, visits or competitions. However, the reality is that science education activities are limited to a single one? Class? Form, this form is mainly group activities, group activities and personal activities are rarely used. In the process of activities, children are always passive, just sitting, watching and listening, which can't arouse curiosity and thirst for knowledge.
Second, the advantages of applying information technology to preschool children's science education activities
In the process of preschool children's science education activities, lively and interesting teaching methods are the necessary conditions to complete the educational goals. [4] The integration of information technology and curriculum teaching can solve the problem that the previous educational models and methods can not meet the actual needs of science education activities.
At present, the integration of information technology and kindergarten science education activity curriculum is a research hotspot in the process of educational informatization. Of course, to carry out effective integration, we must first fully understand the value of integration and clarify the effectiveness of integration. [5]
1. Information technology can concentrate attention and cultivate interest.
Because of the characteristics of preschool children's physiological development, their self-control ability is poor, they can't concentrate, and they have the characteristics of unintentional attention. In the process of organizing scientific education activities, we should deeply grasp these characteristics, attract the attention of preschool children with concrete images, dynamic, distinctive and novel stimuli, and cultivate their interest in exploring scientific activities.
According to scientific educational activities, courseware with animation effect is designed and produced, and with the cooperation of sound, preschool children's senses are stimulated visually and audibly, and their interest in learning is stimulated. [6] Information technology attracts and concentrates preschool children's attention through pictures and pictures with distinctive themes and rich colors, guides them to participate in scientific exploration activities happily, easily and actively, and improves their interest and efficiency in participating in activities.
2. Information technology can be abstracted into images, which is easy to understand.
In science education activities, some scientific knowledge often appears, which is difficult to understand, and it is difficult for children to understand and master the key points or difficulties in the activities. Through the colorful, vivid and interesting pictures displayed by information technology, the abstract and profound scientific knowledge is concretized, visualized and interesting, so that children can understand the educational content more thoroughly and remember it more deeply by watching courseware.
3. Information technology can create rich situations and promote experience.
In science education activities, children need to find problems in their studies and then make bold assumptions. However, due to the lack of children's own experience, children's hypothetical space is limited. This requires the use of information technology to create vivid and intuitive situations, which is conducive to the experience and imagination of preschool children, and then put forward their own views and assumptions.
4. Information technology can give full play to the subjectivity of preschool children.
In carrying out science education activities, we can't ignore the subject status of preschool children, who are the subject of cognition and the active constructors of knowledge meaning. In science education activities, courseware made by information technology can fully mobilize children's senses, improve children's learning initiative, maintain children's high learning mood, deepen their interest in learning, and form a virtuous circle, thus giving full play to children's main role.
Information technology can make children actively participate in activities. It is not only a tool for teachers to explain, but also a helper for children's cognition. Through information technology, the passive position of children's learning can be effectively turned into the main position of independent inquiry.
5. Information technology can play the leading role of teachers.
In preschool children's science education activities, teachers play the role of organization, guidance and adjustment. Teachers can make full use of the function of information technology in activities, effectively guide and help preschool children to be independent, cooperative and study, thus fully mobilizing children's enthusiasm, inspiring and guiding them to explore or think independently.
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