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在幼儿阶段,满足幼儿发展所需的物质需要和精神需要是保证幼儿健康成长的关键,科学探究以自然界为基本研究对象,通过各种假设和验证,逐步向科学领域靠拢。在幼儿阶段开展科学探究,就是要引导学生用以获取科学知识、领悟科学思想、掌握科学家研究自然所用的方法而进行的学习活动。科学探究活动的开展和教育过程是一个多方侧面的活动,必须立足于幼儿的能动性参与研究,重视幼儿在活动中观察能力、分析能力、信息能力、问题能力、合作能力的培养。文章就以幼儿科学探究活动中活动前的兴趣激发、探究氛围创设、探究内容选择以及探究活动中教师所选介质、步骤和互动方式进行分析。
In early childhood, to meet the needs of children’s development needs of the material needs and spiritual needs is to ensure the healthy development of young children is the key to scientific inquiry in nature as the basic research object, through various assumptions and validation, and gradually move closer to the field of science. To carry out scientific inquiry in early childhood stage is to guide students to acquire scientific knowledge, comprehend scientific thought and master the learning activities of scientists in studying natural methods. Scientific inquiry activities and education process is a multi-lateral activities, must be based on the initiative of young children to participate in the study, focusing on young children in the activities of observation ability, analysis ability, information ability, problem ability, cooperation ability training. The article analyzes the pre-event interest in preschool science inquiry activities, the creation of inquiry atmosphere, the choice of inquiry content and the mediums, steps and interactions selected by teachers in the inquiry activities.