论文部分内容阅读
皮亚杰曾说过,“儿童就是科学家”。幼儿阶段对幼儿进行科学素养的启蒙教育非常重要。科学教育活动是以幼儿为主体的,让幼儿在动手、动脑的探究中进一步形成积极的科学态度,提升科学探究能力,获得丰富的科学知识,积累多方面的科学经验。为了更好地发展幼儿的探究能力,促使教师科学理论思维的清晰发展,我们开展了“四预式”深度科学探究活动的实践与思考。通过预备科学知识、预备实验意外、预备探究层次、预备实验效果等四个模式的实践探究,为科学教学预备作了深度地思考,最终大大提升了幼儿科学实验的探究价值。
Piaget once said that “children are scientists.” Early childhood education of children’s scientific literacy education is very important. Science education activities are based on young children, enabling young children to further develop a positive scientific attitude in the hands-on and brain-based inquiry, enhance scientific inquiry skills, acquire rich scientific knowledge and accumulate many scientific experiences. In order to better develop young children’s inquiry ability and promote the clear development of teachers’ scientific theoretical thinking, we have carried out the practice and thinking of “four types of advanced scientific inquiry activities”. Through the preparation of scientific knowledge, the preparation of experimental accidents, the level of preliminary inquiry, the preparation of experimental results and other four modes of practical inquiry, scientific preparation for the teaching made a deep thought, and ultimately greatly enhance the value of scientific inquiry in young children.