Design Of Kindergarten Teaching Science Based Scaffold Teaching

In recent years, scaffolding instruction has been studied for more systematic andspecific research by scholars, and applied to some specific pedagogical design, theeffect is more significant. However, the use of scaffolding instruction in the field ofKindergarten science teaching activity designs still lacking. It will improve theeffectiveness of the kindergarten science teaching if you can stand the unique value ofthe scaffolding instruction and Kindergarten science teaching activity design to blend,ultimately promote the comprehensive development of young children.This study is based on the teaching instructional design theory in the study on thebasis of the status quo by stent scholars, and uses literature analysis, questionnaire,interview, case analysis activities to study science teaching design of ninekindergartens in Jinan is divided into five sections:Part one, Introduction. It describes the main topics of the reasons, purpose andsignificance of research methods and content and literature review, research, preparedas part of this study.Part two, the outline of scaffolding instruction theory and Kindergarten scienceteaching activity design. The author explains the concept of scaffolding instructiontheory, theoretical basis and basic aspects in detail; then proposes and analyzes theconcept, characteristics and stent type of Kindergarten science teaching activitydesign carefully; meanwhile, proposes the worth of Kindergarten science teachingactivity design which based on scaffolding instruction teaching theory.Part three, the survey of Kindergarten science teaching activity design whichbased on scaffolding instruction theory. This paper conducts in-depth investigation ofvarious aspects of Kindergarten science teaching programs and knowledge ofscaffolding instruction teaching theory, and then analysis of the survey results.Part four, reflect the status of kindergarten science teaching activity design whichbased on scaffolding instruction theory. Based on the status analysis, the author findsout some problems in five areas of the theoretical level of teaching design; buildteaching objectives and content design, stents, in the form of teaching organization,teaching evaluation program design. While the reason is nothing less than thetraditional concept, kindergartens′evaluation systems and teachers themselves.Part five, considerations of strategy on Kindergarten science teaching activitydesign which based on scaffolding instruction. Based on the full analysis of the problem of teaching the theory of scaffolding unique value and problem ofkindergarten science teaching activities design to put forward a five-point: Based onZone of proximal development to determine the conceptual framework; developmentof rational science teaching objectives and content; build a challenging teachingbracket; build organizational form of teaching the young teacher interaction; designscience teaching evaluation program.