A Study On Core Conceptions Of Physics Science Teaching For Children From Kindergarten's High Class

Science conceptions, as the essential elements of science contents, play an important role like a framework.Then, core science conceptions, the contents of which are high-general, interpretative, are dominant in indisplines.However, with the innovation of low-structure curriculum, science education in kindergarten is confronted with many problems, such as lack of depth in teaching content, low-level overlapped and age- discrepancy ignored. What mentioned above have connections with the appropriate choices of science education contents. So, there is a necessary to develop a discussion, and then, core science conception is the focus.Knowing and having a command of core science conceptions, teachers are able to control the process of activities on a high angle of view, and form a better value-estimate of what children developed in the activities process with conception-centered designing. Therefore, researches on the core science conceptions of science education in kindergarten play a very important role in the practice.This study tries to go about physical science of natural science, and base on the children from kindergarten's high class as objects to push the research work as follows:First, which physical science core conceptions are there in the kindergarten's high class science teaching? Second, what characteristics are there of children from kindergarten's high class during their learning science core conceptions mentioned above? Third, what strategies should teachers take to promote children's understanding from their science- conception-learning in order to decrease much obstacle aiming at children's learning characteristics?Through literature research, the author find, pick up, analyse and conclude the core conceptions of physical science teaching from surrounding the below three aspects, those are:First, what physical science requires. Second, what children are able to contact in the daily life through direct or indirect way and are likely to learn during their development spectrum. Third, what the society requires for in the developing process. Being established in the research, the author primarily find eight aspects in core science concepts from kindergarten's physical science education, those are, matter,movement&force,sound,light,temperature&heat,magnet,electricity,ups and downs. The epigenous core science conceptions mentioned above include a series of sub-science conceptions and elements, and going with specific factual-knowledge, simple activity-examples and corresponding core technical abilities.In this study, the author extract respectively twelve children from kindergarten's high class which are from different level kindergartens at different areas in shanghai at random. That amounts to thirty-six. Through scene-interviewing, the study primarily probe into the cognitive experience what the thirty-six children have taken on during their conceptions learning. The study finds that there are some differences among the interviewees on learning science conceptions, such as, matter, movement&force, sound, light, temperature&heat, magnet, electricity, ups and downs. However, there are also some common characteristic among them, such as, interpreting things and phenomena is rooted in their life experience, learning is dominated by perception-oriented and random categories, abstract thinking and far-ranging animation coexistence, the standards of judgment at things and phenomena are inconsistent, logic is at the state of instability, and explaining things and phenomena is impacted by the pre-causal connection. This study also has given corresponding interpreted according to the reasons why children have taken on the characteristic mentioned above.Finally, based on the previous literature research, this study proposed some suggestions on prompting children's learning and understanding on the point of teacher's view according to study results. those are, knowing and respecting children's experience to grasp teaching objects, having a right command of science conceptions to lead children's learning, imparting children space of independent exploration to transform teaching style, Creating a psychological learning environment to backtrack to children's life, organizing high-quality dialogs to bring conflicts of cognize, prolonging learning period to enrich the connotation of conceptions.