Observation record of middle-class science area

Scientific regional activities are an extension of scientific collective activities, another field of children's independent exploration, and a good opportunity for children's science education to implement personalized guidance. Children are the masters of learning, and kindergarten education should give full play to children's main role in the learning process, which is an important concept of current curriculum reform. Following this concept, kindergarten education activities must actively guide children to actively participate, learn to explore, and remember appropriately, especially large-class children can express their observations and discoveries with simple records. Guiding children to try to make observation records is one of the important ways to change their learning style. In the process of active observation and recording, they not only exercised their abilities, but also gained rich appearances. They can also cultivate children's scientific attitude and spirit of respecting facts, experience the process and method of scientific inquiry, and lay a good foundation for children to carry out scientific experiments in the future.

Keywords: science activity area records children's exploration teachers

With the growth of children's age, their ability to observe many things around them is obviously improved, and they like to explore the secrets of things with their own little hands. I like to tell the different results I found, and sometimes I have to try it myself to believe what my parents and teachers say. These have laid a certain foundation for children to try to make observation records. This year our class is an experimental class for scientific activities. In the small experiment of children interacting with various materials in the activity area, some children can express their exploration results in various forms and form simple observation records. The class provides a good display platform for children, which promotes children to actively and happily participate in other scientific activities and forms a strong atmosphere of scientific inquiry. Now talk about my own ideas;

First, the activity area should provide rich materials to stimulate children's interest in recording.

As a science activity area for large classes, we provide rich operational materials for children. For example, the ground scale made of cardboard paper clips, plastic paper strips used to bridge the bridge, and different cloths, measuring cups and car models all seem to have entered a scientific kingdom, and children unconsciously want to try and do it. At the same time, teachers should also respect children's life experience, age characteristics and development level, and let them get close to children's "nearest development zone" to a limited extent. The age characteristics of children in large classes determine that they are curious and like operational inquiry activities, but the attention duration is short. Therefore, in the material selection of records, we should pay attention to choosing scientific activities with obvious changes, easy observation and discovery, short recording duration and strong interest. For example, in our "I am a master of color change" activity, children use droppers to drop different pigments into water. Soon, the children were surprised to find that the water in the cup changed color, and different colors mixed to produce different color changes. This strong shock greatly aroused children's interest in recording; In the scientific activity of "building blocks by bridges", children put notes in plastic plates and ride on different bridges. When the teacher deliberately put bright snowflakes on different decks, some bridges fell down, and some were placed on the decks very well. The children talked about it in words. Why is the bridge deck strong every day? What if Lily's bridge collapses? Interesting challenge activities to motivate children to participate in activities. The children found that the shorter the bridge, the better the carrying capacity. The wider the plastic insert plate is, the better its bearing capacity is. Teachers also put forward challenging questions, such as how to spell out the same plastic board to put more building blocks. The child is very interested and keeps experimenting. I encourage them to draw their differences with pencils, and they are willing to become "experts on small bridges", thus making recording a spontaneous demand of children and mobilizing their enthusiasm for recording.

Second, pay attention to the whole process of children's recording and try hard to use scientific recording methods.

Rich and colorful materials, relaxed and happy free exploration process, let children play happily in "entertaining". Recording activities among children should not only pursue the results of recording, that is, what children have recorded, but more importantly, let children experience and explore the methods and processes of recording. For example, in the children's experiment in our class, "See who falls slowly", we prepared rope, paper and rubber cotton, threw them into the sky to see who falls slowest, recorded the different forms of falling, and arranged them in the form of tables. After playing several times, they gave me the records one after another, and I nodded in agreement. A week later, I changed the activity material and found that some children were good at playing with the material, but they were at a loss when recording. It turns out that the first experiment was done by all of us. Some children took the lead in recording, and the children behind them would follow without thinking through their own cerebellum. The activity time in the activity area is short, and the teacher has to tour tutoring, which leads many children to follow suit. In this case, teachers should patiently guide children to learn to observe with their eyes, experience with their hearts, record with their hands, express what they want to tell you with numbers, pictures and various forms, feel the sense of happiness and success brought by scientific inquiry records, and strive to become supporters and appreciators of children's activities. In fact, the purpose of kindergarten science education is not to let children master much scientific knowledge, but to stimulate children's interest in inquiry and cultivate their ability to explore and solve problems. When the children's operation results are consistent with the guessing records before the activity, it will bring them the joy of success. If it is inconsistent, it will also lead to further exploration and adjustment of children and cultivate children's scientific attitude of respecting science. For example, in the "melting" inquiry activity, children guess in advance that salt, sugar and juice can melt in water, but solids generally cannot. I brought a candy, so please guess what will happen? They had a heated discussion. When observing and recording the actual results, some children found that the original guess was wrong, and the children were surprised by the unexpected phenomenon, which stimulated their desire to continue exploring.

Third, respect the wishes of children and record them in various ways.

In the popular science activity area, we will change different materials according to the theme activities and seasonal changes. All kinds of homework materials are rich in content and have their own characteristics, and the recording methods should be diversified, and the appropriate recording methods should be selected according to the contents of scientific activities. For some scientific activities with obvious phenomenon changes and short recording operation time, children's records mostly appear in the form of paintings, such as "small soybeans sprouting" in the planting area of our class, and Wang's children drew a baby with a small nose and eyes, which is very cute. Some are pasted with paper workers' pictures and presented in kind, and can also be accompanied by simple words and tables. For example, in the "weather forecast", some children draw pictures, and some children use simple Chinese characters. Peng Min also brought cotton wool from home to make a cloudy picture. Wei Wei painted half a ping-pong ball red to represent the sun, which is reflected in many ways, enriching children's imagination and making them happy to share it with you. Teachers should be good at encouraging children's individual expression, and boldly discover their creative potential, so maybe Little Inventors will be born. There are also some children's observation notebooks in the activity area of our class, such as records of a wide range of scientific activities. For example, The Big Tree I See requires children to see the changes of the big tree from September to1February and record them in their own form. Some children ask their parents to help them record the changes of the leaves they see, some children show them in the form of pictures, and some parents help them show them in the form of specimens of leaves. Because these changes are not immediate, it takes a long time to record them completely, and what children observe is different and fragmented. We collect children's works together, and the comprehensive observation records are like books made by children in our class, with the same theme and rich content, which are treasures in children's eyes. Whenever other teachers come to visit, they are lecturers one after another. Respecting their wishes has also brought them pride in success, and the diversity of recording forms has also promoted the vigorous development of class science activities. (with children's weather observation table)

Fourth, teachers should attach importance to the value of children's recording process according to the situation.

The activities in the science activity area are rich and interesting, which is like a duck to water for children who like to start work, but children are different, and timid and passive children are weak. It is often his eyes that look at you and make movements. This requires teachers to create a free and relaxed atmosphere for children's recording activities. Children are observant and sensitive to moving objects. We should look at the problem from the child's point of view, encourage, affirm and accept children's different views, different recording methods and discoveries. For example, I invite children to bring different electric toys, hoping that children can understand the battery and learn how to operate it. As a result, they are more interested in playing with toys. They will climb up when they see fifteen lanterns shining after connecting batteries, dump trucks turning back and forth and sports cars that can be remotely controlled. I temporarily decided to let a child draw a battery baby. There are many small rooms below to see if the battery baby will cheer those toys. Many children took an active part immediately. I always encourage children to remember where batteries are used in their lives and what kind of batteries you will invent in the future, so that the whole activity can be extended and developed along the children's interests. And provide large exhibition boards in time in the activity area for them to record. It is important to guide children to communicate with each other and experience the joy of success, so as to stimulate their initiative in recording and affirm their creative recording methods. In the process of guidance, children feel that the teacher is not concerned about the success or failure of the activity, but about the value of the recording process, so that every child likes to observe the record and take the initiative to observe it.

Fifth, be good at using the results recorded by children, share experiences and enrich cognition.

In the middle-class scientific activity area, it is important for children to be able to operate and perceive different changes in things. For children in large classes, you can make simple records, or you can ask them to discuss and explore together and share the joy of actively participating in scientific experiments. Recording activities cannot be a mere formality. Teachers need to guide children to constantly see the value of ideas and experiences in peer records to avoid being shelved after recording. When children exchange materials with each other, we can see whether other people's records are the same as our own imagination and make a hypothesis for our own experiment. If you put different amounts of water in the same bottle, what kind of knocking sound will it make? After the activity, the teacher can organize everyone to talk about the changes of their voices and guide everyone to express their records in accurate and coherent language. At the same time, they should encourage every child to actively participate in and share their successful methods, and mobilize their wishes for children who have not participated, so that children have sufficient time and opportunities to exchange and share the recorded results. At the same time, the recorded results can be arranged in the scientific activity area, which not only affirms their learning achievements, but also guides them to further explore. Teachers can also learn about children's scientific inquiry according to the information reflected in the records, help children sort out their ideas, help children improve their experience in time, further stimulate their interest in recording, and make teachers' responses and promotion according to their current experience level.

In fact, many scientific activities exist in our daily life. The German venues of the Shanghai World Expo are deeply loved by children because they can participate in various interactive games such as "I am a Happy Chef", "The Secret of the Garden", "The Source of Magic" and "Bicycle Helmet". If our activity area can keep pace with the times, children can play freely, explore and discover happily in front of rich materials. Recording the results more truly will not only bring pride to children's success, but also greatly stimulate children's strong interest in various scientific activities. Let's build a scientific growth space for our children with our own strength.