| Innovation and creativity have become the buzzword of our time,and the information age of "science and education for a better nation" has raised higher standards and strict requirements for cultivating innovative talents in society.The development of a country and its international core competitiveness cannot be achieved without the cultivation of innovation and creativity,and STEM education emphasizes the cultivation of various skills such as cross-disciplinary problem solving,innovation and creativity,practical operation and critical thinking,and the integration of knowledge from science,technology,engineering and mathematics to promote the cultivation of innovative talents.It has received widespread attention in primary and secondary schools,but few studies have been conducted at the preschool level.The study conducted an in-depth analysis of the science inquiry activities carried out in kindergarten M through surveys and case studies,and found that there are problems in the scientific inquiry activities carried out in kindergarten M,such as the lack of interdisciplinary integration in the content,the lack of children’s subjective awareness in the organization of the activities,Single teacher teaching style and lack of teacher guidance during activities,and the lack of criticality and flexibility in the evaluation of the activities.The reasons for these problems include insufficient government support for STEM education,little research on the integration of STEM education into science education,solidification of existing school-based science curriculum,teachers’ own uneven STEM literacy,and insufficient time for scientific inquiry activities.The study explores strategies to optimize the quality of science inquiry activities in kindergart en M.It suggests strengthening teachers’ STEM education concept and science literacy,and providing a set of countermeasures for children’s reflective transfer awareness and ability. |
