Applied Research On Learning Stories In Kindergarten Science Education

Learning story is a formative evaluation system that records,evaluates and supports children's learning process by means of narration.It insists on taking a long evaluation perspective,starting from children's strengths and relatively interesting things,pays attention to the process of children's learning and exploration,in order to promote children's further learning and development for the purpose of evaluation.In recent years,the new evaluation system of learning story has been highly concerned by the international preschool education circle.At present,most of the research on the application of kindergarten learning stories in China focuses on the regional activities and games in kindergartens,and there is no specific research on the application of learning stories in scientific education in kindergartens.Therefore,the author believes that it is necessary to systematically study this issue.Main purpose of this study was to understand the current our country the present situation of the application of learning in kindergarten science education story,summary on the problems existing in the use of learning story and attribution analysis,to better promote the learning story in kindergarten science education in our country use suggest with rationality,operability,in order to improve the quality of preschool science education in China,a rich learning story localization of research in our country.The main contents of this study are as follows:The introduction part: elaborates the reason of the topic selection;The research on "learning stories" and "science education in kindergarten" at home and abroad was sorted out.The purpose,content,significance,method and innovation of the research are described in detail.The first chapter is the overview of "science education in kindergarten" and "learning stories".Firstly,the connotation and value of science education in kindergarten are expounded.Secondly,the concept,characteristics and elements of learning stories are described in detail.Finally,the application value of learning stories in kindergarten science education is analyzed.Chapter two: the problems in the application of learning stories in science education in kindergarten.Through the interviews with teachers in three kindergartens and the analysis of relevant learning story texts,the author finds that the existing problems are as follows:insufficient use of learning stories,inaccurate grasp of contents,lack of accuracy and systematicness in identification,lack of operability and sustainability in response,and single evaluation subject.Chapter three: problem attribution of learning story application in science education in kindergarten.The author attributed the problems existing in the application of learning stories in science education in kindergartens.Kindergartens have low requirements on the application of learning stories.Learning the story of the use of home in the form of common education in three aspects.Chapter four: Suggestions and strategies for improving the application of learning stories in science education in kindergartens.Based on the current problems in the application of learning stories in science education in kindergartens,the author puts forward three targeted solutions on the basis of analyzing the specific reasons.First,teachers should improve their professional quality and learn to flexibly use learning stories.Second,kindergartens should increase support to enhance the use of learning stories.Third,encourage parents and children to participate in learning stories,and pay attention to the diversity of evaluation subjects.