| Science exploring in childhood plays an important and significant role in individual child’s growth and development. Scientific inquiry activity is the main form of Kindergarten formal science education. At present, we have made some achievements in the theory and practice of science education for children in pre-schools; however, when looking into the specific status of kindergarten scientific inquiry activities, it is not difficult to find some problems. Among them, an important one is that,the scientific inquiry activities are superficial, formal and lack of children-independence.To solve this problem, in this study we use a comprehensive literature research, observation and case analysis to deeply investigate the performance and reason for the formalism problem in kindergarten scientific inquiry activities.We propose some countermeasures to avoid the formalism in scientific inquiry activities.This thesis is divided into four chapters.The first chapter is the introduction, including the reasons, literature review, related concepts, the theoretical basis of the research, research methods and the significance of the study.The second chapter is to investigate the formalism of scientific inquiry activities in four aspects: the target, content, processes and the extensions of activities. More precisely, The formalism lies in disorientation in target, nothingness and alienation in content, formality in process, and the extensions of activities are only in name.The third chapter is to analyze the reasons of formalism in two aspects: subjective factors and objective conditions. The subjective factors include both teachers and children, the objective conditions include the size of classes, time and the physical spaces.The fourth chapter is to propose some solutions in three aspects including the target design, content selection and guidance in the process, to avoid the formalism in scientific inquiry activities in kindergarten. |
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