Study On The Status Of The Implementation Of Large Kindergarten Science Curriculum

Today,we are deeply in the fourth scientific and technological revolution.With the further acceleration of science and technology into productivity,everyone in the era of this era has a sense of crisis,and thus continuously promotes the improvement of their scientific literacy level.Kindergarten science courses play an important role in improving children's scientific literacy,and studies have found that early stage scientific experience can be transferred to children's school-age scientific study.However,in fact,there are many problems in the implementation of the large-scale science curriculum in kindergartens in China.The existence of these problems has restricted the implementation of the current preschool science curriculum in China,and even became a restrictive bottleneck in the reform of pre-school curriculum in China.This study takes the implementation of the kindergarten large class science curriculum as a research question,and studies the implementation status of the large class science curriculum in four different levels of kindergartens in S City,and comprehensively uses various research methods such as observation method,questionnaire method,interview method and text analysis method.In order to obtain the actual situation of the implementation of the science curriculum for the four kindergartens in S City.The researchers found that the current implementation of the large-scale science curriculum in S City has the following problems:1.Kindergarten large class teachers have deviations in the understanding of the objectives of science curriculum;the value orientation of curriculum objectives has the conflict development and mutual coexistence of knowledge standard and development standard from the horizontal structure;the course objectives Longitudinal convergence is relatively tight.2.The content of the four kindergartens' large-scale science courses is diversified,but there are still problems that rely too much on the textbooks.In addition,the content of the science courses already includes substances.Science,life sciences,earth and space science,but the proportions of material science,life sciences,and earth and space science are unbalanced.3.The value orientation of the curriculum implementation in the organization and implementation of the four kindergarten science classes is the target value orientation.Kindergarten teachers organize less science courses and have marginalization trends.There is excessive modeling of scientific inquiry in scientific inquiry.Scientific inquiry lacks the alienation performance of real inquiry problems.4.The evaluation of the implementation of the four kindergartens' large-scale science curriculum is mainly the value orientation of the target evaluation.The content of the evaluation focuses on scientific concepts,scientific emotions and attitudes,and specific scientific inquiry.The evaluation method is mainly qualitative evaluation.The evaluation methods used are the work evaluation method and the speech evaluation method.This paper analyzes the causes of problems in the implementation of the large-scale science science curriculum in S City,mainly focusing on the factors of the kindergarten largescale science curriculum;the internal factors of the implementation of the kindergarten largescale science curriculum;the external factors of the kindergarten large class science curriculum.The science curriculum itself affects the implementation of the big class science curriculum;teaching kindergarten teachers to participate in the course decision degree affects the implementation of the large class science curriculum;after the analysis of variance,it is found that the kindergarten teacher's teaching age has significant differences on the scientific literacy level;There are significant differences in the organization of science curriculums that affect their own scientific literacy;the nature of kindergartens has a significant difference in the evaluation of large-scale science courses on their own scientific literacy.The four kindergarten directors supported the implementation of the science curriculum to a lesser extent.The expectations of the parents of the children and the education policy documents of the administrative department of the education will also affect the kindergarten science class.Among them,the science education policy has the greatest impact on the objectives of the large-scale science curriculum,the impact value is 2.36,the impact of the science education policy on the content of the large-scale science curriculum is 2.28,and the impact of the science education policy on the evaluation of the large-scale science curriculum is 2.23,the science education policy The organizational impact on the science curriculum is less than 1.9.In order to better promote the overall level of the implementation of S-school kindergarten large-scale science curriculum,the researchers re-recognize the scientific curriculum objectives in the implementation of large-scale science from the perspective of curriculum philosophy,and based on the children's real world and real science in the selection of curriculum content.Experience-generating course content,re-analysing the nature of scientific inquiry,constructing a curriculum evaluation system with multiple and scientific coexistence,teachers constantly promoting their own scientific literacy level through reflection and constructing a community of destiny,and forming a “teacher-child parenteducation The social synergy of the executive branch has continuously promoted the implementation level of the overall science curriculum in S City to a higher level.