A Study On Teacher Instruction In Scientific Education Activities Of Middle Group In Kindergarten

The guidance of teachers plays an important role during the process of science education in kindergartens. Different teachers with different concepts of science education, will have different styles of teaching science, such as choosing different objects, contents, methods and models, as result of different leaning outcomes. Our current science education in kindergarten is based on"general knowledge education"in the 80s of 20th century, whose values has experienced from the narrow ones to the instrumental ones, and the humanistic ones, with teachers'guidance changing in the science activities in kindergartens.In July 2001, the Ministry of Education of P.R.C issued a programmatic document of the kindergarten education– The Guideline for Kindergarten Education, which provides the objectives and content requirements of the science curriculum: making use of familiar things and phenomena around children as objects of scientific inquiry; stimulating children's exploring interest and desire; encouraging children to identify and solve problems with their own hands and minds; teaching children exploring methods, such as observation, comparison, analysis, inference and so on. Therefore, kindergarten teachers are not just the knowledge transmitters, but the guide of children exploration.This study is based on the research of the representative kindergartens in Shijiazhuang city. The raw data is collected in literature, observation, interviews and other methods. According to the data collection and analysis, this article summarizes the main teaching features and types in science activities in the middle groups of kindergarten, analyzes the main factors affecting the teachers'instruction, and proposed some suggestions to improve teachers'implementation.The results of this research shows that the characteristics of teachers'instruction in science activities are following: different performance between expected targets and actual targets; not innovative but general way to choose the content of the course; varied teaching ways as an improvement over previous times; more attention to children's practical operation; not multiple but single teaching modes. Through the analysis of the characteristics of the teachers'instruction, the styles can be divided into three main types: the type of explanation, the type of operation and the type of inquiry exploration. According the analysis of the affect factors, this article puts forward specific proposals to improve teachers'instruction: renew the ideal of curriculum design; facilitate teachers'understanding of the form curriculum; understand the process and characteristics of learning science as children; establish a new teaching mode to improve teachers'instruction; deal with issues correctly in the implement of kindergarten's science activities.