A Study On The Application Of Self-made Teaching Aids In Science Teaching Activities Of Large Classes

In kindergarten science teaching activities,teachers’ demonstrations of scientific experiments and children’s scientific inquiry not only help children to intuitively understand scientific phenomena and learn scientific knowledge,but also promote the development of children’s hands-on operation and inquiry abilities.Science teaching aids are an important carrier for teachers to demonstrate scientific experiments and guide children to conduct scientific investigations.Teachers can make and use appropriate scientific teaching aids according to children’s development level and scientific teaching content,which can effectively improve the effect of science teaching activities.Based on this,this article investigates the current situation of the use of self-made teaching aids in kindergarten science teaching activities,analyzes the influencing factors in the use of teachers’ self-made teaching aids,and puts forward relevant suggestions to improve the quality of kindergarten science teaching activities.This article uses "Tower of Experience" theory,constructivist teaching theory and Zone of Proximal Development as the theoretical basis,this paper selects a kindergarten(Q Kindergarten)in Y District of Chongqing City with a richer use of self-made teaching aids as the research object,and mainly adopts non-participatory observation methods.Taking the "Classroom Observation Framework 3rd Edition" edited by Cui Yunkuo and Liu Yan’s "Evaluation Standards of Self-made Teaching Aids" as references,the "Observation table for the use of self-made teaching aids in science teaching activities in large classes" was compiled,focusing on the preparation and use of self-made teaching aids,The use effect of self-made teaching aids These three indicators observe the current situation of the use of self-made teaching aids in science teaching activities in large classes.Supplemented by the interview method,in order to understand the influencing factors of the use of self-made teaching aids and make relevant suggestions.The survey results show that the use of self-made teaching aids in science teaching activities in the Q Kindergarten large class is generally at the upper-middle level;the selfmade teaching aids are highly educational,intuitive and safe;the presentation of the selfmade teaching aids is rich and interesting;the teacher is inquiring about the operation of children The guidance can be directed to all children.However,Q Kindergarten also has the following problems in the use of self-made teaching aids: the novelty of self-made teaching aids is insufficient,and the exploratory nature of the self-made teaching aids is not fully explored;the design of the self-made teaching aids is rough and lacks childishness;the teacher’s questioning and feedback methods are single,The quality of children’s interaction is not high;the teacher’s guidance during the operation of children is improper,which restricts the development of children’s inquiry ability.The reasons for this were found: kindergartens did not pay enough attention to the innovative value of self-made teaching aids;Kindergartens don’t provide enough support for teachers’ selfmade teaching aids;The kindergarten’s kindergarten-based training to improve teachers’ teaching skills is not perfect;teachers did not have enough time to make self-made teaching aids;Teachers’ scientific literacy is not high,and scientific teaching concepts are biased.On this basis,this article puts forward relevant educational suggestions on the use of self-made teaching aids in science teaching activities from the perspective of kindergarten and teachers.Kindergarten level: Establish a research and development mechanism system for self-made teaching aids,leading teachers to develop self-made teaching aids with local characteristics;improve the management system of self-made teaching aids to provide more support for teachers’ teaching activities;Strengthen kindergarten-based training to improve teachers’ teaching skills related to the use of selfmade teaching aids.Teacher level: Improve one’s own scientific literacy and establish a correct view of scientific education;Encourage parents and young children to participate in the production of self-made teaching aids to enrich and innovate scientific teaching resources;formulate reasonable scientific teaching goals and content,and focus on the cultivation of children’s inquiry ability;Strengthen the learning of teaching skills related knowledge and improve the application effect of self-made teaching aids.