Problems And Solutions Of Science Education In Kindergarten Classroom Activities

Classroom teaching activities of science education is a kind of important organizational form of science education in kindergarten. Through classroom teaching activities of science education, young children can grasp scientific knowledge quickly and effectively and form strict scientific and logical thinking, even can develop Childers’s curiosity and aspiration to knowledge for science. The empirical research on the classroom teaching activities of kindergarten science education can keep abreast of the current situation and existing problems of classroom teaching activities of science education in kindergarten and analyze the problems in order to propose strategies for solving problems. Therefore, the results of this paper can help front-line teachers in early childhood education organize reasonably classroom teaching activities of science education.This paper uses literature study,physical analysis,observation,interviews, cases studies and other researcher methods.Thinking A kindergarten as a research object,the author aims at studying classroom teaching activities so as to find the problems.The text is divided into six parts.The first part is the introduction of the paper. Including the reasons of selecting topics, research meanings as well as the study of innovation and inadequacy.The second part introduces several definitions of related concepts and related research so that these researchers can lay a theoretical basis for further research on classroom activities of science education.The third part is about study design. Including three aspects:clearing specific issues and specific content; brief introduction of the selected study object; research methods used in this paper.The fourth part is problems part. There mainly exist four problems on classroom teaching activities of kindergarten science education. Such as paying more attention to knowledge than feelings of students on active targets, emphasizing teaching plans more important than student’s interests on contents. Valuing explaining knowledge to the students and less encourage students inquire the answers of science.The fifth part mainly tell us the reasons of problems.Firstly,the preschool teachers has low scientific literacy,Secondly,there are so many things in kindergarten that preschool teachers has no time in teaching activities.At last,there are so many children in one class,but only have two teachers to organize activities.The sixth part proposes solving strategies. At first,preschool teachers try their best to enhance own scientific literacy. Second,the principal should reduce the burden on teachers and support teachers in science education. Thirdly, preschool teachers should use "issued guess-make assumptions-test hypotheses" inquiry approach in the organization of scientific activities. Fourthly, government should increase funding for investment and balance allocation of resources and strive to return to normal in proportion to the number of the teacher and children.