From "Program" To "practice":The Reality And Rethinking Of Kindergarten Teaching Science Activities

Science education in early childhood plays a crucial role in one's personal development,and early science education provides basic support for the science learning of young children.It does not only refer to the accumulation of knowledge and experience,but also include the cultivation of scientific methods and the initiation of scientific attitudes.Set-up activities are the main ways for kindergartens to carry out scientific education activities.Therefore,it can predict and learn the results of early childhood science education by understanding the state of science-based educational activities.The text analysis,observation methods and interviews are used to conduct research in this study.First of all,through analyzing the10-year science-education program of four types of magazines,including Preschool Education,Early Childhood Education,Early Education and Education Guide,the changes in goals,content,organization and implementation and evaluation of activities in science-based teaching activities are presented;.Secondly,4 kindergartens in Chengdu are chosen,and a certain amount of exploratory activities for children science education are conducted to observe the science-education activities and present the current situation of scientific collection-education activities in practice.In the end,based on the reality of scientific education activities and combined with text analysis of publications,the practice of scientific teaching activities are rethought from four aspects,including activity target design,content selection,organization and implementation,evaluation of the actual reflection.This study has the following findings:1.Through a 10-year text analysis of the science education activities,we found: In terms of target sources,national policy documents have a greater impact on the formulation of goals;The goal of cognition has gradually gained attention instead of neglecting;The expression of the goal is increasingly close to the theme of the activity,and the connection between the behavior and goal is closer and closer.To the selection of content,the activity of physical phenomena is the main choice.From the point of view of teacher organization and implementation,it can be seen clearly that the role of the teacher has shifted from control type to guiding one,which means that the main science-based teaching activities have not completely disappeared.The evaluation of the activity was judged by the teachers themselves,and there was a big difference between the evaluation of the third party and the self-assessment of the teacher.2.Scientific teaching activities in practice: The source of scientific goals is mainly based on teachers' judgments and reflections,and has fewer references to the national documents;The three dimensions of the goal,scientific methods,core experiences,scientific beliefs,and scientific spirit are the basic elements to constitute the goal.The selection of scientific content is mainly based on the interest of young children,the interest of teachers,and the thinking of teachers,and scientific experiment is the main part.The organization of scientific activities places emphasis on the autonomy and operation of young children.The evaluation was chiefly judged by teachers.3.From the reflection of "program" to "practice",the study concluded that: From the objective of the activity: teachers' understanding of the connotation of scientific goals is not clear;Pay more attention to cognitive and attitude goals;The goal stems from the subjective judgment of the teacher,and the expression of the goal is more casual.The content of the choice: mainly children can operate the main activities;the choice of content is not comprehensive;content is more simple;In terms of organization and implementation,attention is paid to the operation and participation of young children;Teachers consciously value children's dominant position in activities,but actual teachers have more control;Lack of substantial support for child care,The evaluation has been judged by the teachers themselves,and the evaluation contents of different evaluation subjects are quite different.In summary,the study suggests: In the future,when science education activities are carried out,it is necessary to clarify the connotation and significance of the goals of scientific education activities.It is important to expand the content of science education content,support children's inquiry activities,and establish a clear evaluation framework.The assessment need play a positive role in the development of teaching and young children.