Research On Hypothesis-Testing Ability Of 5 Years Old Children In Scientific Activities

Hypothesis-testing thinking is the core of scientific thinking and also the focus of scientific education.To cultivate preschool children's hypothesis-testing thinking in scientific activities is of great significance to the development of preschool children's scientific thinking.However,the hypothesis-testing thinking,which is extremely important for the development of scientific thinking in children,is easily neglected by preschool teachers in the teaching process.The purpose of this study is to explore the status quo of hypothesis-testing ability of 5years old children in scientific activities,and to understand the characteristics of hypothesis-testing program formulated by 5years old children in order to improve their learning effectiveness in scientific teaching activities.At the same time,the expectation can arouse kindergarten teachers' attention to the scientific thinking of children,and provide some ideas and methods for kindergarten teachers to carry out scientific inquiry activities,so that kindergarten teachers can more effectively guide children to carry out scientific activities in their daily activities.In this study,60 5years old children from two kindergartens A and B in Chongqing were selected as the research objects.First,by setting up the real scientific problem situation of "sugar dissolution",and then the problem scaffold of "how to accelerate sugar dissolution" was constructed,which triggered children's thinking and reaction,and was verified by operation.Participatory observation was used to record the behavior of 60 children in scientific activities of "sugar dissolution".Based on the collected data,the ability of 5 years old children to put forward hypothesis and operate test,the ability of children to recognize hypothesis-testing relevance,and the types and characteristicsof hypothesis-testing programs formulated by children are analyzed and discussed in detail.The conclusions are as follows: 1.In the context of real scientific problems,5years old children basically have the ability of hypothesis-testing,and there is a significant positive correlation between the ability of hypothesis-testing and the ability of hypothesis-testing;2.Although the hypothesis ability of 5 years old children is positively correlated with the test ability,it is weaker for preschool children to understand the hypothesis-testing relevance because of their own cognitive characteristics and the fact that preschool teachers pay too much attention to "learning by doing" in scientific activities and neglect the scientific thinking of preschool children;3.There are significant differences in hypothesis-testing ability among children from different regions.The reasons for the differences are the socioeconomic status of children's families and the learning resources and opportunities provided by kindergartens in scientific activities;4.There is no significant difference in hypothesis-testing ability between boys and girls,gender is not the influencing factor of preschool children's hypothesis-testing ability;5.The type of hypothesis-testing scheme designed by 5 years old children can be divided into four types: single type,heuristic type,trial-and-error type and limited type.Combining the common points of the four types,it is not difficult to find that the hypothesis-testing scheme formulated by children has the characteristics of strong operability,simplicity and experience.