How to Cultivate Children's Scientific Consciousness

First, guide children to observe the "Guidelines for Kindergarten Education (Trial)" pointed out that teachers should guide children to have interest and desire to explore the characteristics and changing laws of common things and phenomena around them. Children have a pair of curious eyes. In their vision, life has become a kaleidoscope, and every refraction is a wonderful brilliance. As a teacher, we should seize the opportunity, grasp the points that children are interested in, and guide children to observe carefully, thus stimulating children's interest in active exploration and desire to try. (1) Observing natural phenomena Children like to observe all kinds of things in nature. The child's heart is beautiful and pure. They love all living or even inanimate objects in nature. When children are interested in natural things, teachers should consciously ask questions, guide children to observe carefully and solve problems through observation. Example: In the regional activities, I prepared several pots of water for the children, and the children had a good time. Seeing this scene, I took a prepared plastic pipe and said to the children, Guess if I pour water into this pipe, will it flow out? With this question, children do experiments. I saw the army holding a pipe, Dongdong pouring water into the pipe with a cup, and the other children held their breath and watched. One second, two seconds passed. Ah! The water is coming out! The children cheered when they saw this phenomenon. Then, I took out plastic bottles, yogurt cups, sinks and other materials to let the children further perceive the phenomenon of water flow through operational observation. (2) Observing biological phenomena Children have the instinct to love small animals. When they are interested in animals, they should be guided to learn to observe. Biologist Darwin said: I have neither outstanding understanding nor extraordinary wit, but I am superior to others in observing those fleeting things and observing them carefully. It can be seen that cultivating children to carefully observe the basic characteristics and living habits of small animals and understand the dependence and adaptation characteristics of animals on the environment will better broaden their knowledge and promote their interest in exploring animal life and caring for small animals. (3) Observing physiological phenomena Children are also curious about their bodies. Teachers can patiently guide children to observe a certain part of the body, let children pay attention to their own physical changes, have a preliminary sense of self-protection, and understand the importance of health. Ex: She told me that she had a toothache when she took tonic in the morning. I looked at it and said, your tooth is sick, no wonder it hurts. I decided to take this opportunity to educate children about tooth protection. I give each child a mirror and let them observe the difference between their teeth and those of their peers. After reading it, the children began to tell their findings: teacher, I have two black teeth; Teacher, there are holes in my teeth; Teacher, I still have a small tooth. . . . . . For the discovery of children, I use pictures. Courseware and other ways, so that children can understand the causes of dental caries and master how to protect their teeth. To guide children to observe things purposefully and in a planned way, teachers need to naturally arouse the observed objects when the activities are initiated, fully consider the children's interests, and turn the activities into their own strong needs. This not only satisfies children's curiosity and feels that scientific knowledge will be contained in every corner of our lives, but also enables children to learn to observe various scientific phenomena carefully when they are most interested, and cultivate their attitude of loving nature, science and actively exploring natural laws. Second, stimulate children's imagination If children are compared to happy birds, then imagination is a pair of wings of birds. Imagination is the source of creativity and will affect the growth of children throughout their lives. Einstein said: Imagination is more important than knowledge, because knowledge is limited, and imagination sums up everything in the world and is the source of knowledge progress. It can be seen that stimulating children's imagination is an important topic in current education. (1) Ask questions to stimulate imagination. For example, once, I showed a trapezoid and asked the children to tell what it looked like. Some children answer like a slide; Some people say it looks like a roof; Others said they wanted to warm the kettle. In order to further enhance the emptiness of children's imagination, I then asked: If you add some graphics to the trapezoid, what can you turn it into? The children's reaction is this: I can become a villain and let the trapezoid be a villain's skirt; I can become a small house with a trapezoidal roof; I can become many trapezoidal flowers. . . . . . In this activity, the children boldly imagined and drew different styles of works. (2) Tell fairy tales to stimulate imagination. Children are curious about all kinds of phenomena in the world. The wonderful world in the telephone story can make them feel surprised, moved and questioned, and the infinite imagination promotes children's thirst for knowledge. In the principle of life education, Mr. Chen Heqin thinks that children should be allowed to do anything they can. No matter what a child can think, he should be allowed to think independently. Children discover and explore by themselves, the knowledge they seek is the real knowledge, and the world they discover is the real world. In the process of stimulating children's imagination, teachers can choose different subject situations, use different teaching methods and means, guide and train children's imagination, let children's imagination play freely and speak their own opinions boldly. Third, guide children to create "Kindergarten Education Guidance Outline (Trial)" points out that children's creative process and works are an important way for them to express their understanding and feelings. In contact with children, we will find their wonderful ideas flashing like sparks. At this time, educators should maximize the flexibility and originality of children's creative thinking through various forms, so as to improve children's desire for innovation. (1) Poetry can make children feel the artistic beauty of literary works, and creating poetry can stimulate children's creative desire. When children learn poetry, teachers should let them feel the information conveyed by literary works, internalize the feelings of the characters in the works, and inspire them in various forms, so that children can reach a certain creative consciousness and level. I inspired the children to write the poem "Voice" during the activity. First of all, children are inspired to create children's songs with words and actions, and at the same time, materials such as colored pens, stickers and picture paper with poetic sentences are distributed to children, so that children can compose and compose freely. As a result, the children's creation appeared in various forms: Huanhuan painted their mother's head, drew a red heart at the back to express their mother's voice, painted a beautiful sunset with a warm light snow, and painted many colors at the back of the sunset to express her colorful voice. Lingling puts on an apple sticker to show that the apple's voice is red. . . . . . (2) Games Schiller once said: Children's games often contain profound thoughts. Games are a paradise for children's inspiration. Children will have unexpected innovations in the game. Teachers' conscious touch will satisfy children's curiosity in the game, sublimate children's imagination in the game and realize children's creation in the game. Through educational activities on the role of air, children have a certain understanding of air. I distributed plastic bags to the children and asked them to put the air baby in them. The children showed me bulging plastic bags and played with each other. I took the opportunity to stimulate the children's creative desire. I said: children, the air baby is bulging in a plastic bag, which is not cute. What do you think it looks like? Children immediately use their imagination and say that plastic bags are like dolls' faces, like bread and kites, like small houses and watermelons. Then I encourage children: Now make your favorite toys out of plastic bags and let them bulge, ok? So I distributed sticky notes, markers, wool, double-sided tape and scissors to the children, and let them create freely. In the process of guiding children's creation, teachers should guide children naturally and skillfully, and give full play to their creative consciousness appropriately, so that children can not only have a positive emotional state, but also develop effectively in this state. In the evaluation of creative achievements, it is necessary to enhance children's experience with the finishing touch, so that creation can bring children more thinking and gains. Fully enjoy the inspiration and happiness brought by creation. The Guiding Outline of Kindergarten Education (Trial) points out that science education should be closely linked with children's real life, and things and phenomena around them should be taken as the objects of scientific inquiry. Children's scientific consciousness not only comes from educators' activities, but also occurs in morning activities, games, outdoor activities and so on anytime and anywhere. It involves a wide range of activities, including the exploration of common small animals, bugs, grass and trees, as well as the exploration of electrical appliances and articles in life. Children's initiative, enthusiasm and urgency in exploring these scientific activities around them are stronger than planned scientific activities. Therefore, teachers must play the roles of supporters, collaborators and guides in children's scientific exploration activities.