How to guide young children s science selective science activities

The content of science education activities for young children should take into account children's cognitive level and interests, as well as the systematization and coherence of scientific knowledge. Here are a few steps to select the content of science education activities for young children:

Determine the educational goals: according to the age and development stage of the children, determine the educational goals, such as cultivating children's observation ability, spirit and scientific thinking ability.

Choose a theme: According to the educational goals, choose a theme suitable for children, such as "insects", "know the weather", "understand plant growth", etc.

Design educational activities: Design a series of educational activities according to the theme, including observation, experiments, games, storytelling, etc., so that children can master scientific knowledge in different activities.

For example, if the topic is "Knowing the Weather", the goal is to enable children to identify different weather phenomena and understand why they occur. Then the following educational activities can be designed:

Observe the weather: Lead children to observe the sky, temperature, clouds, wind direction, etc. in different weather conditions, so that children can understand the characteristics and manifestations of different weather phenomena.

Recognize the weather. Experimental Weather: Through experiments that simulate weather phenomena, children can understand the causes of different weather phenomena. For example, you can make clouds with water and balloons, and use hair dryers to create wind power.

Play to know the weather: Design games for children to learn about the weather through interactive ways, such as "puzzle to know the weather", "find out different weather phenomena", etc.

Tell weather stories: By telling interesting weather stories, children can learn about the weather in a relaxed and happy atmosphere.

The above is the basic steps and an example of the content of science education activities for young children, of course, the design of specific educational activities needs to be carried out according to the actual situation and needs of children.

The methods to guide young children to learn and answer the most scientific methods are as follows:

Teachers should create a respectful and supportive environment where children are willing to interact with the materials and actively construct knowledge and experience. For example, in the "Open Walnuts" activity, a child used tweezers to clip and knock, although Pai Hui's method was not feasible, we did not interfere, but encouraged him to continue to try with acceptance and respect. Although the child was unable to open the walnut in the end, he gained emotional experiences such as "the walnut eggplant slipped and couldn't be clamped" and "the tweezers seemed to have no strength".

According to the needs of the activity, provide abundant materials that are easy for children to operate and observe. For example, in the "Magic Cup" activity, in order to let the children observe the results of the cup stuffed with paper balls at the bottom when it is poured into water, we provide transparent cups and transparent containers, so that the children can clearly see this strange phenomenon: the cups are completely put into the water, but the paper balls in the cups are not wet at all, which arouses the children's curiosity and desire to explore.

We provide materials that are of educational value according to the level of development of young children. For example, in the "Sink and Float" activity, children guess that light objects will float and heavy objects will sink. So, we provided ginkgo seeds, coins, paper clips, cauliflower, turnips, large wooden blocks and other materials, and the final results of the experiment were very different from what they had envisioned.

Heavy and large logs and cauliflower floated on the water, while light and small paper clips sank into the water. Through repeated operations, they gradually realized that "the weight of an object does not determine the rise and fall of an object".

The selection of the content of early childhood science education activities must be based on the objectives of preschool education.

The objectives of pre-school education are formulated according to the needs of society and the law of children's development, and it is the starting point and end point of pre-school education activities. The selection of pre-school education content needs to be based on the objectives of pre-school education. The objectives of pre-school education stipulate the specific results that should be achieved by pre-school education activities, and the educational content selected by the chain should serve to achieve this outcome.

Educational content is a tool for achieving educational goals and is a bridge between children and educational goals. Whether this "bridge" is well or badly designed is crucial to the achievement of the goals of preschool education. Therefore, the goal of preschool education is the primary basis for the selection of preschool education content.

The objectives of pre-school education are based on the needs of society and the laws of children's development.

It is the starting point and destination of pre-school education activities. The selection of pre-school education content needs to be based on the objectives of pre-school education. The objectives of pre-school education specify the specific results to be achieved by pre-school activities, and the educational content chosen should serve to achieve this outcome.

Educational content is a tool for achieving educational goals and is a bridge between children and educational goals. Whether this "bridge" is well or badly designed is crucial to the achievement of the goals of preschool education. Therefore, the goal of preschool education is the primary basis for the selection of preschool education content.

First, it can embody China's education policy and Qin Fan's correct educational thinking, and embody the overall goal of preschool children's science education.

Second, it can implement the spirit and requirements of the national and whole-class education plan, and reflect the gradual and continuous development of science education.

Thirdly, the goals of science education can be adapted to the actual situation of the children in the class and the characteristics of their age

Fourth, it is possible to include special science education activities and infiltrated science education activities, which not only stipulate the overall key training requirements, but also pay attention to individual differences, and put forward the educational content of individual children.

Fifth, it is possible to propose specific methods and measures for achieving the goals of science education, and to clearly define the form of science education activities and the date for the completion of the plan.