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“生活即教育”(陶行知语),“教育是为了完满的生活”(斯宾塞语)。由此可见,教育的目的本是使人生活得更美好,教育应以帮助人们适应现实及将来的社会生活为主要目的。幼儿科学启蒙教育也不例外。在以往的科学活动中,我们恰恰遗忘了这一点,往往怀着一种“任务”意识去传递知识,教授技能。至于“到底幼儿学习这些知识有什么用处”“他们可以在生活的哪些方面运用到这些知识”等问题却极少思考。我们经常会发现幼儿的认知与言行脱节,如看见红灯亮着仍冲过马路,这在某种程度上说明如果教育没有与幼儿的日常生活密切联系,知识就难以被幼儿掌
“Life is education” (Tao Hangzhi), “Education is for a perfect life” (Spencer). It can be seen from this that education aims to make people live a better life. Education should aim at helping people adapt to reality and their future social life. Early childhood science education is no exception. We have just forgotten this in past scientific activities, often carrying knowledge and teaching skills with a sense of “task.” As for the question of “what is the use of these knowledge by young children?” And “what can they apply to these aspects of life?” We often find out that children’s cognitive disengagement from words and deeds, such as seeing the red light on and still crossing the road, shows to some extent that if education is not closely related to the daily life of young children, knowledge can hardly be taken care of by children