A Study On The Record Behavior Of 4-5 Years Old Children In Scientific Inquiry Activities

"Science and technology are the first productive forces." The development of contemporary society has become increasingly inseparable from the science and technology. The citizens’ scientific accomplishment directly influences the future of this country, and this should begin at one’s childhood. Nowadays, the cultivation of the infants’ scientific exploration ability has become an important goal of science education in kindergarten. Record is an indispensable part of scientific inquiry activity. Unfortunately, there is few research about infants’ record behavior in the previous study. As a result, the researcher decided to explore deeply into this field.This study uses the combination of qualitative method and quantitative method, and the case analysis method, observational method. Product analysis method and interviewing method are also used. The objects of this study are a whole middle class of infants from a provincial kindergarten in this city.In this study, researcher observe six scientific inquiry activieties happened in this middle class, analyze the infants’ record works and interview the teachers and infants to gain the primary data which are later summarized, and used to display the current situation of infants’ record behavior in scientific inquiry activities from both macro and micro-levels. And on this basis I conclude the factors that influence infants’ record behaviors.This study deeply explores the infants’ record behavior in the scientific inquiry activities. From the perspectives of the infants’ understanding of and behavior in the records in scientific inquiry activities, and the record method and record content, this study aims to thoroughly realize, analyze and conclude infants’ behavior in the record part with the help of cases. And then discuss the factors that influence infants’ record behaviors from both the subjective and objective aspects.The results showed that 4-5 year-old infants’ have been able to comply with the requirements of the teacher but insisted the recording time is short; instants can use simple symbols to record, but not enough skilled; recording behavior of young instants affected by external factors.Finally this result, the researchers combined the above study provides three recommendations for educators, f, in line with the characteristics of early childhood cognitive development, the rational design of scientific inquiry record activities. Secondly, to encourage infants to actively engage in scientific inquiry records, independent innovation; and finally to enhance teachers’ professional skills and scientific literacy.