The Research On The Effect Of 3-6 Years Old Children’s Biological Knowledge On Their Diachronic Thinking Of Life

Children’s biological knowledge refers to the five important biological concept of knowledge and experience including the life process, breeding, aging, illness and death about animals, plants and people. Being a part of the natural sciences, Biology is an important part of preschool scientific education. Under the current social environment, to explore children’s biological knowledge effect on the cognition of diachronic thinking of life has important theory value and practical significance. Research in rural and urban children aged 3-6 as the research objects, selecting 180 children,who are from 3 private kindergarten of Fengqiu Jing Gong town and Huixian Meng Zhuang town in Henan Province;and selecting 180 children,who are from 3 private kindergarten of Anyang City in Henan Province. Including the number of the rural children from Low class(43.62±5.13 months), middle class(57.07±3.93 months), and high class(68.70±4.81 months) each 60 children,the number of boys and girls in each half; the number of the rural children from Low class(43.23±3.52 months), middle class(55.80±4.08 months), and high class(67.05±6.60 months) each 60 children,and the number of boys and girls in each half. The research use the cognition of diachronic thinking of life questionnaire clinical survey on children participants,adopted children’s biological knowledge questionnaire on a questionnaire survey was conducted by children’s parents, considering the influence of the 3-6 years old children’s biological knowledge to the cognition of diachronic thinking of life, and considering the difference between rural and urban children on the biology knowledge and the cognition of diachronic thinking of life. The main conclusions are as follows:1. The gender has no significant difference on the total score of the children’s biological knowledge,and each dimension.2.The region and age have significant difference on the 3-6 years old children’s biological knowledge,and each dimension.The rural children on the total score of the biology knowledge, experience dimension, discussion dimensions and parents attitude dimension significantly better than that of urban children.But the low class children on the biology knowledge has no significant differences between urban and rural areas.3.The region and age have significant difference on the 3-6 years old children’s cognition of diachronic thinking of life.The rural children’s cognition of diachronic thinking of life significantly better than that of urban children’s.4.There are significantly correlation between 3-6 years old children’s biological experience and their cognition of diachronic thinking of life.5. The 3-6 year old Children’s biological knowledge has significant impact on theircognition of diachronic thinking of life.Based on these research conclusions, the researchers try to put forward the following proposals for education:1. According to the children’s own experience to kindergarten reasonable arrangement the biological science courses.2.Play fully and actively the role of the mass media to provide children with extensive biological knowledge.3.Create the chance for children to close the nature, and obtaining the direct experience of the animals and the plants.4.Improve the biological science literacy of the parents and lay the foundation to the conversation between parents and children.5.Using the children’s biological experience ascending the children’s cognition of diachronic thinking of life, to develop children’s life education activities better.