A Study On Guiding Methods For Teaching Kindergartens' Big Classes Scientific Research Activities

Inquiry-based learning is an important method of children's science education that empowers children to engage in early forms of scientific exploration.Teachers are not just sharing their knowledge of science,but also leading kids to think and explore in scientific inquiry activities.Effective guidance from teachers is the key to children's success in these activities.Many teachers are familiar with the basic concepts of guidance strategies,due to a variety of scholars putting forward their theories.When new teachers choose and implement their strategies their thinking is often not very clear,and neither is their purpose.Teachers who have a simple and one-sided understanding of the guiding strategy can't effectively guide strategies to promote children's independent inquiry.Aimed at this practical problem,the author has focused on kindergarten science inquiry activity practice and on researching to develop the progressive stages: "ask questions and guess","operate and record",and "expression and exchange," and thus form a systematic strategy for the promotion of independent inquiry in science activities.We are going to use an established research program as our main method and design a series of scientific inquiry activities with two kindergarten teachers and 32 children as the object of study in Z kindergarten.We will proceed in three steps: first “Propose a Hypothesis,” then “Practice and Record,” and finally “Expression and Communication.” Systematic research is an effective strategy for training teachers in children's scientific inquiry activities for big classes.The study argues that teachers should follow four principles in their guiding strategies for scientific inquiry activities with big classes: understanding the links and exploring the value of the premise,grasping the guidance strategy,promoting children's autonomous exploration as the core of the activity,and fully understanding the connotation of the strategy.These key aspects can enhance teachers' research abilities and make their strategies more effective.Teachers must be flexible and adjust their strategies in order to support the children's ability to explore the content.Research suggests that the guidance strategy for activities progress through three stages:In the asking and guessing part,the teacher should create different real life situations to lead kids in solving problems.Faced with children's need to ask questions and guess,the teacher must provide support for their inquiry.While accepting the children's conjectures and nurturing their exploration,the teacher should also provide clues to guide the children to find the basis for their guesses.In the hands-on operation and recording part,the teacher must give children enough hands-on operation time and chances;meet the needs of children to explore;help children to learn scientific inquiry methods;cultivate a scientific attitude;support children to engage in deep research by using structured materials,and use diverse methods of recording to help children to think in different ways about the content.In the expression and communication part,teachers should give each child an opportunity and express respect for their unique ideas;seize the moment when cognitive challenges arise,promote the continual development and refinement of children's new ideas;capture children's interest;and generate new inquiry activities.