A Research On Current Situation And Strategies Of Children’s Inquiry Learning In Corner Activities In Big Class Science Areas

With the development and deepening of preschool education curriculum reform,inquiry learning has gradually become one of the most important learning methods for young children,especially in the field of early childhood science.Young children learn science is different from adults,they are in the continuous interaction with materials to obtain the cognition of something.The corner of kindergarten science area is an important place for young children to learn science.Through the operation and inquiry of materials,young children discover the mystery of scientific knowledge,thus producing curiosity and desire to explore science.Therefore,this study takes the inquiry learning of young children in the corner of science as the entry point to study the factors affecting children’ s inquiry learning and propose corresponding promotion strategies.Based on the research results of inquiry learning at home and abroad,this study investigated the present situation of children’ s inquiry learning in the corner activities of large class science district of A kindergarten in Dali city by using observation method,interview method and case analysis method to understand the characteristics of children’ s inquiry learning in the activities of kindergarten science area.The study selected large class children as the observation object,observed the children’ s overall performance in the scientific district corner activities,and selected the typical cases in the scientific district corner activities to analyze the cases;at the same time,combined with the actual situation to interview the kindergarten large class teachers to understand the influencing factors of children’ s inquiry learning;finally,put forward feasible strategies.This study takes the five characteristics of children’ s inquiry learning(autonomy,inquiry,cooperation,creativity and reflection)as the starting point,according to the performance of the performance of children in each activity,the five characteristics of children’ s inquiry learning were evaluated and analyzed.It is found that,first of all,the overall development of children’ s inquiry learning in the corner activities of largeclass science area is in the middle level,and the development of five aspects presents unbalanced and polarized development characteristics,while it has obvious gender differences.Secondly,through interviews and observation,the three main aspects that affect children’ s inquiry learning are analyzed: kindergarten,teachers and children themselves.Kindergarten The main problems are: the teaching background of large class size,the conflict between corner activities and other activities;the main problems at the teacher level are: teachers do not grasp the connotation of inquiry learning,teachers lack of scientific literacy teachers put in and use materials in scientific areas;children’ s own main problems: children’ s ability to explore,not interested in the content selected by teachers;therefore,this study tries to create a good atmosphere of inquiry in kindergartens;arouse the scientific inquiry of young children,improve the concept of teachers’ inquiry,promote in-depth inquiry;Pay attention to children’ s interest in inquiry,encourage children to explore three aspects of initiative,put forward practical and effective optimization strategies slightly,in order to better enhance the effectiveness of children’ s inquiry learning in the corner activities of activities.