渗透式领域课程中的幼儿园科学教育.docx

渗透式领域课程中的幼儿园科学教育.docx

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渗透式领域课程中的幼儿园科学教育

渗透式领域课程中的幼儿园科学教育（）

渗透式领域课程中的幼儿园科学教育（）Kindergartenscienceeducationinthefieldofpenetration--------------------------------------------------------------------------------GuidelinesforKindergartenEducation（Trial）thekindergarteneducationisdividedintofiveareasofhealth,language,society,scienceandart,butalsopointedoutthat:

thecontentofeachdomainofmutualpenetration,andpromotethedevelopmentofchildren’semotion,attitude,ability,knowledge,skillsandotheraspectsfromdifferentangles.Thiswordconveysthefollowingviewpointstous:

developsinthetraditionalcurriculumbasedonthecurriculummode,todaystillhasitsrationalityandreasontoexist;andthefieldcoursetogetfurtherdevelopment,onlytostrengthenmutualpenetrationbetweenthefieldandthefield,inordertoachieveacomprehensiveandholisticeducation.Thisarticlewillmakeacorrespondingtheoreticaldescriptionofthispointofview,andtakethefieldofscienceasanexampletoproposespecificstrategiesforfieldinfiltration.First,mutualinfiltration:

thedevelopmenttrendofthefieldcurriculumLookingbackonthehistoryofkindergartencurriculumreforminthepast20years,wecanseetwobasicclues,thatis,thedevelopmentofintegratedcurriculumandfieldcurriculum.Thesetwocurriculummodelsaretheresultofthereflectionandreformofthetraditionalsubjectcurriculum.Inordertoseparateandrepeatthephenomenonoflearningtoovercomethetraditionalsubjectcurriculum,integratedcurriculummodelfromtheknowledgestructureofthesubject,toclosetothechildren’slifeasthethemeorganizethecurriculumcontent,willbelinkedtotheoriginalcontentofeducationinvariousdisciplines.Theadvantageisthatitreflectstheintegrityofchildren’slearning,buttheintegratedcurriculumwillinevitablyloseanotherkindofeducationalvalue,thatis,thevalueofthesubjectknowledgesystem.Althoughchildrenstillcan’tgraspthesystemofsubjectknowledge,butonethingisobvioustopeople,thatisthechildren’slearningdoesexistindifferentareas,andthesedifferentfieldsofstudylaw,educationlawisdifferent.Nomatterhowtoorganizethecontentofeducation,wecannotavoidthelawofthespecificfieldofeducation.Incontrast,theimportanceoftheintegratedcurriculumtothelawofeducationindifferentfieldsisclearlyinferiortothatinthefieldoreveninthetraditionalsubjectcurriculum.Thisiswhyintoday,manykindergartenteachersonlymeetonthesurfaceofthecomprehensive,butnottotheinherentlawofin-depthstudyofvariouseducationalactivities,whichleadstothestrangephenomenonofchildreneventhebasicartperformanceskills,languageskillsarenotavailable.Onthecontrary,abandoningthecurriculumcurriculumillsknowledgeteaching,lightthechildren’slife,thetransformationoftheknowledgesystemforabstractexperiencesystemofchildren,andchildren’slearningfieldtoreplacethepastintothesubject,tomakeitmoreclosetothechildren’sreallife,withoutlosingthesystem,soastoensuretheconnectionbetweenlearningexperiencethechildrenbeforeandafter.Thisisalsothereasonwhythefieldcurriculummodelhasbeenwidelyadoptedinkindergartenforalongtime.Thepracticalexperienceofcurriculumreformtellsusthatanyextremecurriculummodelcanonlybeanideal,andtheactualcoursemustbeacompromiseandcompromise.Withthecurriculumreformcomingtoday,thetwooppositecurriculummodelsofintegratedcurriculumandfieldcurriculumhavealsoappearedtoacertainextent.Theintegratedcurriculumbeginstolookatthedisciplinesofeducationinvariousdisciplines,andevenincorporatedisciplinesintotheframeworkofacomprehensivecurriculum.AsfarasIknow,manykindergartenswithintegratedcoursesareofferingindependentandsystematicsubjects,suchasmathematics.Personally,IthinkthisisacreativeactivitywithChinesecharacteristics.Inessence,itdoesnotharmthecomprehensivenessofthewholecurriculum.Whilemorecomprehensivecurriculumpractitionershavestudiededucationinvariousdisciplinesasaprerequisiteforcomprehensivecurriculumdesign,thesystematicknowledgeofvariousdisciplinesquietlymeltinvarioustopics.Similarly,therearenewtrendsinthefieldofcurriculumresearch,andthemostsignificantmanifestationismutualinfiltrationamongthefields.Thiskindofinfiltrationexistsinmanyforms,bothintheactivitylevelandinthewholecurriculumdesignlevel,andevenappearstheinterpenetrationofthesubjectasthecenterofthefield.Ofcourse,thethemeinthedomaincurriculumisadarktheme,whichisnotenoughtodestroythedisciplineitself,buttopromotetheinteractionandinterpenetrationofthedisciplines.Inouropinion,mutualinfiltrationistheadvancedstageofthedevelopmentofthefieldcurriculum.Whilemaintainingtheintegrityofthedisciplinefield,itpaysmoreattentiontotheintegrityandintegrityofthedevelopmentofchildren.Two,howcanscienceeducationpermeateotherfields?

Theaboveanalysestherationalityandnecessityofinterpenetrationforthefieldcurriculum.Inthespecificoperationallevel,thefieldpenetrationatleasttwoforms:

oneistoachieveanumberofdisciplinesinacertainfieldineducationalactivities（thedisciplinesandotherdisciplines）target;twoisthroughotherdisciplinesofeducationactivitiestoreachthefieldofeducation,oreducationcontentthefield.Onthechildren’sscienceeducation,respectivelyis:

first,payattentiontotheotherfieldsofthetargetinscienceeducationactivities,whichreflectstheintegrationoftheconceptofeducation;two,thescienceeducationcontentpermeatesactivitiesinotherareas.

（1）toembodytheideaofintegratededucationinscientificeducationactivities;Embodiestheconceptofintegratingeducationinscienceeducationactivities,referstothepremiseofadheringtothescientificeducationgoals,andfocusonothersubjectsorinthetarget;adheretothescientificinquirybasedatthesametime,makefulluseoftheeducationalmethodsandmeansofotherdisciplines,toachievethepurposeofintegrationactivities.Herearesomeofthemorecommontypes:

1.,inthescientificeducationactivities,theuseofart,music,danceandotherformsofArtInscientificactivities,artformisnotonlyameansofscientificcognition,butalsoawaytoexpressemotion.Teachersthroughart,music,danceandotherchildren’sfavoriteformsofart,notonlycanachievecognitivegoals,butalsostimulatetheemotionalexperienceofyoungchildren.Forexample,inautumn,teacherscanencouragechildrentoobservethechrysanthemumwhiletheycanencouragechildrentodosketchactivities.Youngchildrenshouldnotonlyobservetheshapesofallkindsofchrysanthemums,butalsoshowallkindsofchrysanthemumsartistically.Throughtheprocessofcreation,appreciationandsharing,children’semotionandknowledgecanbeblended.Incarryingoutsuchactivities,itshouldbenotedthatartisonlyameansofexpressioninactivities,ratherthantheknowledgeandskillsrequiredbyteacherstoteachyoungchildren.Inotherwords,thefocusofactivitiesistoguidechildrentouseexistingskillstoshowknowledge,experienceandemotion,andteachersshouldnotemphasizeartisticskillsandskillsinsuchactivities.Inaddition,thechoiceofartformshouldstartfromthecontentofactivities,andthereshouldnotbetoomanyformsinanactivity.Ifitissinginganddancing,itwilldilutethethemeofscientificactivity.2.developchildren’slanguageinscienceeducationactivitiesItcanbesaidthatanyscientificactivitycannotbeseparatedfromthelanguage;itcanalsobesaidthatanyactivityhastheopportunitytodevelopchildren’slanguage.However,itshouldbenotedthat,justasartisameansofexpression,languageisalso,soinscientificactivities,teachersshouldpayattentiontochildren’slanguagedevelopment,butneverteachchildrentolearntospeak.Inthepast,someteachersusedtolearning......Words,learntosay.......Thesentenceasthegoalofscience,expressedinscientificactivitiestocorrectchildrennottomindtakingthetroubleofnotaccuratewords,letthechildrenrepeatasentenceimportant,andsoon,wethinkitisnotnecessary.Infact,providesarichlanguagematerialthatistheexpressionofthecontentofscienceactivitiesforchildren,teachersneedtopayattentioninscientificactivitiesistoletthechildrentoputtheirideasandpractices,anddoubts,questionsandanswersexpresstheirownlanguage,insteadofdefiningwordstoboundchildrenrichthought.Forexample,intheobservationofMetasequoia,childrencanuseavarietyofvividlanguagetodescribeitsshape,iftheteacherinsistedtheylearnthestraightandthewords,itwillaffecttheenthusiasmofchildren’slanguageandrichexpression.Thisistheembodimentofthetextandrighteousness.3.usemathematicalknowledgeandskillsinscientificeducationTheoutlinelistsmathematicsandscienceasaneducationalfield.Infact,scienceandmathematicsaretwodifferentdisciplines,usingtwodifferentwaysofthinking.Scienceisanempiricalwayofthinking,andmathematicsisanabstractwayofthinking.However,thetwodisciplinesofscienceandmathematicsarecloselyrelated.Mathematics,asamodeofthinking,isatoolforunderstandingtheworld.Itcanmakeourknowledgeoftheworldmoreprecise.Inscientificactivities,wecanmakefulluseofthetoolsofmathematicstoenableyoungchildrentodevelopmathematicalknowledgeandskillswhileacquiringaccuratescientificexperience.Fore