A Survey Of Scientific Inquiry Activities In Preschool

As the country vigorously promotes the development of science and technology,science education has become an important part of school education.The improvement of scientific literacy in early childhood has a certain degree of progressiveness and development.In this context,research on the implementation of preschool scientific inquiry activities is conducive to enriching the connotation of preschool scientific inquiry activities,making them closer to children,improving their scientific literacy,and promoting their comprehensive development.This research takes the teachers of three kindergartens in Suzhou as the object.By investigating the teachers’ comprehension and implementation status of scientific inquiry activities from multiple angles,the research focuses on finding out the existing problems and proposing corresponding solutions.Based on questionnaires and interviews,this study conducted an expanded survey on the status quo of scientific inquiry activities.Questionnaires were issued to teachers in three kindergartens in Suzhou and supplemented by interviews based on the questionnaire data.Based on the elements of the implementation of scientific activities,the current situation was presented from three dimensions: activity content and form,activity material and environment,activity guidance and reflection.Based on questionnaires,interview surveys and daily observations,this study draws the following understandings: Firstly,the content and form of scientific activities can comply with the basic requirements of preschool scientific inquiry activities.However,they have not fully stimulated children’s real and continuous inquiry interests.Furthermore,children do not discover meaningful issues based on their interests.Secondly,the creation of materials and environment in scientific activities is provided with certain material guarantees.However,the materials and environment lack of effective support for children’s autonomy and creativity in the exploration process,and children’s inquiry experience lack of scientificity.Thirdly,the guidance and reflection of scientific activities are provided with certain support,teachers can initially reflect and improve on preschool scientific inquiry activities.However,the activity guidance and reflection do not significantly enhance children’s exploration ability,and children’s comprehensive scientific exploration ability are not be concerned.In view of the existing problems,this study analyzes the reasons from two aspects: teachers’ understanding of the characteristics of children’s scientific learning and teachers’ own scientific literacy.Based on the cause analysis,improvement strategies are put forward for the three dimensions of activity content and form,activity material and environment,activity guidance and reflection: Above all,select the content and form based on the characteristics of children’s scientific learning to stimulate their continuous inquiry interests.The second place,promote the creation of playful materials and environment to optimize children’s autonomous inquiry process.Finally,enhance the cultivation of scientific inquiry abilities for the guidance and reflection,and pay attention to the pertinence and scientificity of specific guidance strategies.