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谈到科学,人们常常会把作为文化存在的近代科学联系在一起,而儿童的科学教育又常以儿童掌握了多少科学知识、知道了多少科学道理、解释了多少科学现象为标准,来衡量儿童科学教育的好坏。笔者认为,这是一种误区。其实,儿童的科学教育并非那么高深莫测,有儿童生活的地方就有儿童科学教育的场所,它存在于儿童的周围世界,与儿童的生活息息相关。一、创设教育环境,丰富想象思考,是儿童科学教育的来源儿童自出生起就与世界结下了不解之缘,他们对世界从陌生到认识都有一种天生的好奇,他们生活在大干世界中,对有兴趣的事百看不厌、百听不厌、百问
When it comes to science, people often associate modern science as a cultural existence, and children’s science education often measures how much scientific knowledge children have, how many scientific truths they have, and how many scientific phenomena are explained as criteria to measure children’s Science education is good or bad. I believe that this is a misunderstanding. In fact, children’s science education is not so enigmatic. Where there are children there is a place for children’s science education. It exists in the children’s world and is closely related to children’s lives. I. Creating an Educational Environment and Enriching Imagination and Thinking are the Sources of Children’s Scientific Education Since the birth of the children, children have become inextricably bound with the world. They have a natural curiosity about the world from strangeness to understanding. They live in large areas In the world, you never tire of having an interest in anything