"Learning By Doing" And The Early Childhood Science Education Reform In Modern China

In2001, the Ministry of Education (MOE) and China Association for Science and Technology (CAST)jointly initiated a pioneer science education program—"Learning by Doing"(LBD), which promotes Hands On Inquiry Based Learning and Teaching on Science and Technology in kindergartens and primary schools (age5-12). Staring with44schools in four major cities, LBD program now has spread to more than400kindergartens and primary schools in20cities.By concentrating on the LBD program undertaken in kindergartens, this paper trys to discuss the following four questions:Firstly, what kind of new concept has LBD program introduced?As Inquiry Based Learning and Teaching, LBD emphasizes in the process of science learning, children make a thorough inquiry of natural mystery, just like what scientists do. For Teaching goal,it stress on the development of scientific way of thinking and living;for the method of teaching, it highlights children-centered learning with the instruction by teachers;when comes to learning content, LBD Points out that teaching and learning should go around the core concept of science.Secondly, how did LBD run in China? After introduced in China, it started with44Experimental schools in four cities and, which now spread to more than20cities. By translating related research findings and establishing its own research center, the project group made a deep research about inquiry teaching and learning. With the help of theoretical study and Chinese government, LBD fosters its own teacher training system, set the science teaching and learning standards based on the children development level in China.Thirdly, what kind of effect did LBD make on preschool science education in modern China?First of all, the practice of LBD program changed the science education philosophy on the teaching goal, method and material. Also, teachers who joined the program improved their way of thinking and teaching, they think problems in an more scientific way and will consider children’s Long-term development. And, LBD changed children’s attitude and ability to learn. At last, it deeply affect the science education class, science teaching focus on the key concept and try hard putting inquiry learning into practice, let teacher be the supporter and director.Fourthly, what difficulties did LBD encounter?As LBD make a lot of positive effect, it also come across many difficulties. For one thing, it lacks of qualified science teachers and continuous teacher training, which restricted the long development of the program. For another, LBD ask teachers to design textbook and teaching aid by themselves, these increase the burden of teachers. More than that, as an obvious characteristics, the cooperation between science workers and education workers faced some obstacles, without systematic collaboration and fluent communication, many cooperation become a mere formality and some were canceled.Lastly, this paper try to discuss the enlightenment on international education cooperation program based on the LBD experience. With political and economical globalization, education should be familiar with the international tendency. Also, have a rational attitude on Chinese culture tradition, neither speak too high nor always find fault with them. And, to face the gap between western education theory and Chinese culture tradition,we need to reflect on educational localization and make local education a better development.