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学前儿童科学教育是幼儿园活动的五大领域之一,在幼儿园活动组织中占有重要的地位,然而在幼儿园的科学教育实践活动中,却表现出了种种问题,比如幼儿园教师本身科学素养严重滞后,教学理念相对落后,教学方法比较陈旧,教学内容选择不适宜等。在《3~6岁儿童学习与发展指南》贯彻的情况下,如何从教师专业成长之初就接受适宜的教育,成为摆在高校学前儿童科学教育课程改革的重要议题。
Pre-school children’s science education is one of the five major areas of kindergarten activities, which occupies an important position in the kindergarten activities. However, in the practical activities of science education in kindergartens, there are various problems. For example, kindergarten teachers themselves have serious laggards in their scientific literacy, The concept is relatively backward, teaching methods are outdated, teaching content choices are not suitable. Under the implementation of the Guideline for Learning and Development of Children 3 to 6 years old, how to receive proper education from the beginning of the professional development of teachers has become an important topic in the curriculum reform of pre-school children’s science education.