The exploration of children's science education begins with the things around children, including formal activities, informal activities and occasional activities. What kind of scientific activities are meaningful? When will the teacher participate as a guide? When is intervention? How to solve the contradiction between "teaching" and "learning" in science education? On the basis of in-depth study of the Guiding Outline of Kindergarten Education (Trial), combined with some practical cases, this paper makes some superficial discussions on this in order to seek advice from peers. First, choose a meaningful theme of formal activities. Formal activities generally refer to the teaching activities in which teachers make educational activity plans and activity teaching plans according to the principles of acceptability, scientificity, inspiration and interest. In recent years, Chinese teachers have made some attempts to reform science education. Everyone agrees that formal activities should be both controllable and flexible, giving children a certain degree of freedom, allowing them to perceive, observe and operate in different ways, expressing different answers in different languages, making controllability and openness work in harmony, and creating diverse and novel exploration environments for children's scientific activities. Practice shows that meaningful formal activities can make children actively explore science and participate in activities. Teachers should carefully design every question in formal activities, and the questions should be enlightening, which can not only inspire children to think from different angles, but also inspire children to think deeply from a single direction. Cut to the chase, ask simple questions, encourage more and command less, let children explore and think happily under the inspiration of teachers, and let children have a deep interest in "learning" and let educational activities truly integrate into their lives. The Guiding Outline of Kindergarten Education (Trial) points out: "Cultivate children's awareness and ability of cooperative learning, and learn to express, communicate and share the process and results of inquiry in various ways." In children's activities, teachers should guide children to act on the same material in different ways and on different materials in the same way. On the basis of children's discussion, the teacher should share and exchange the findings and results of his own operation process with everyone. In this way, children always have new discoveries and ideas in their operational activities, are good at asking various questions and have more to say. For example, in the game of playing sand and water, the ups and downs of objects are topics of interest to children. At this time, teachers can start with the theme of "understanding ups and downs" to satisfy children's curiosity. What will sink in the water? What floats on the water? Stimulate children's cognitive interest and desire to explore. Teachers have prepared four groups of materials for children, such as plastic, wood blocks, iron blocks, bottles and other rich materials, to ensure that every child has sufficient opportunities to interact with the materials, so that children can choose their own groups to carry out activities, play by themselves and use a variety of senses to perceive. When the children observed that things like iron would sink in the water and things like wood would float in the water, the teacher asked each group leader to introduce his group to each other and share his experiences. What will sink? What objects will float? Children are often asked questions, which leads them to analyze during observation. In comparison, children find that some things sink in the water and some things float on the water, thus feeling the buoyancy of the water. Through such effective guidance, children have a systematic and comprehensive understanding of the knowledge of "ups and downs". Many children also try their best to float sinking things such as iron, plasticine and bottles, and teachers encourage them in time to make their thinking develop to a deeper level, understand and explain scientific phenomena and concepts in the process of exploration, cultivate the flexibility of thinking and get rid of the state of passively accepting knowledge. Through many such practices, the concepts of "learning is to construct knowledge, not to transmit it" and "knowledge is not taught, but learned" are gradually accepted by teachers. Teachers' different "teaching" has different effects, so we should choose their strengths purposefully and improve their shortcomings. "Teaching" should serve the implementation of teaching content and promote the development of children's ability, and ensure that every child actively participates in group activities, so it is necessary to choose meaningful formal activity themes to stimulate children's exploration consciousness and creativity. Second, seize the opportunity of informal activities to further extend formal activities. The Guiding Outline of Kindergarten Education (Trial) points out that "teachers should be supporters, collaborators and guides of children's learning". "Because of the limited group teaching time, it is difficult to take care of the differences in children's development level and development characteristics." Teachers should also base themselves on children's daily life, seize the opportunity of science education, tap children's potential resources, consciously guide children to ask new questions on the basis of what they know, arrange informal activities as an extension of formal activities before or after formal activities, and guide children to observe, think and do experiments in their daily life through the combination of individuals, groups, free partnerships and groups, giving them sufficient time and emphasizing their active participation in operations. For example, children in small classes can tell the appearance characteristics and life habits of ducklings after the "Know Ducks" activity, and will imitate the rhythm of ducklings' walking. In addition, some children will ask some interesting questions, "Why can't chickens swim and ducks can swim?" In the past, teachers were eager to tell their children the results. Now teachers are suggesting: "Let's go to the feeding corner to see what the difference is and see who makes sense." By observing the children, it will be further found that "ducks have dense and thick feathers, and their bodies are coated with oil, which will not be soaked by water, unlike chickens;" "In the water, ducks can float on the water like boats, with webbed toes, like paddles in the water, which chickens don't have." It shows that children explore the reasons why ducklings swim and understand the causal relationship between ducklings' appearance characteristics and other factors, thus revealing their observation ability. Children's ability to discover and explore also inspired teachers. Therefore, teachers only in turn guide children to communicate with each other and inspire each other, thus activating children's thinking, so that children can play a greater enthusiasm and be generally improved at the original level. This not only gives full play to the leading role of teachers, but also gives full play to the main role of children, follows the objective law of children's science education, and realizes the unity of "teaching" and "learning". Third, pay attention to children's interests and seize the opportunity of occasional activities. Accidental activity is the scientific education of accidental things. For example, children's favorite toys are perishable. In this case, teachers used to throw them away, but now teachers will patiently pay attention to children's interests, seize the opportunity of education, inspire children to find ways to repair themselves, and see if they can come up with several repair plans, so that they can try to implement their own repair plans, or dismantle some toys with machines to make them make a sound and change their shapes, thus transforming the previous negative educational behavior into positive educational behavior. For example, after the rain clears in summer, sometimes children will cry happily. "Look, there is a colorful bridge in the sky." According to the traditional teaching method, "class" is the time to study. In the past, teachers would ignore the questions and ideas raised by children's accidents. Now teachers can seize the opportunity of accidental activities in time, don't disturb them, base themselves on children's daily life, attach importance to random guidance, deal with accidental events in time and decisively, and tell children "that's not a bridge, that's a rainbow." Because sunlight is composed of seven colors: red, orange, yellow, green, cyan, blue and purple, when sunlight shines into these fogs, water droplets will reflect the seven colors of the sun. After the rain, there are countless tiny water droplets in the air. When the sun shines on these small drops of water, a rainbow will appear. "and do experiments on the spot, let children ask more and more questions, solve problems, and provide children with opportunities for active learning and development. Young children have great potential. Grasping the opportunity and "teaching" in time is much better than teaching language in class. Whether it is formal scientific activities, informal scientific activities or occasional scientific activities, the educational purposes of the three are the same, and the balance point of teacher guidance falls on children, all for the cultivation of children's scientific quality and the healthy development of body and mind. But there are differences between them. Among them, formal scientific activities are more controllable and less open, informal scientific activities and accidental scientific activities are more controllable and less controllable. Controllability and openness are indispensable, complement each other, promote each other and combine.