On The Study Of Concept Forms In Kindergarten Science Education

The study of children’s concept has become an important aspect of science education research. And researches about the children’s concept mainly focus on the acquiring way of children’s concept, children’s perception of some scientific concepts and so on. And the study shows that the acquiring of scientific concepts has great significance for children in learning and applying science. Different from adult’s concept, children cannot accept the abstract concept by the way of defining. Children’s understanding of some concepts tend to be specific and visual, which requires that teachers must follow children’s thought development characteristics while teaching some related concepts. However, in the inspecting and learning activities of kindergarten teaching, the author has found that there are many unsatisfied aspects in teachers’ presenting the scientific concepts for children.Therefore, the author tries to make more in-depth research, presenting the several aspects as follows. Firstly, what are the common concepts in the kindergarten science education, and what are the characteristics of these concepts. Secondly, how the teachers present these concepts in science education activities, and what are the problems in teaching the concepts in different forms. Thirdly, what feasible suggestions should this article give in view of the existing problems.First of all, the author has carried out the related literature review, knowing the way and characteristics in children’s acquiring concept. And then the thesis found the children’s perception of the concept in many fields is primary and non-essential through the literature review. Review shows that due to the low level of children’s thought development, the lack of direct experience, so children need the aid of specific product and direct experience when the acquiring abstract concept.Next, the author collects the concepts of kindergarten science education through observation method, and divides the collected concept into four different forms on the base of the dividing method about concepts in psychology and logic, and then analyzes these concepts’characteristics, types and present through literature research and case-study method.After the analysis of different forms concept in teaching, the author points out the problems in the concept teaching: Tell the names of the objects directly and lack the whole perception of objects; replace the whole with a single object, narrowing the concept extension; tell abstract concept directly and lack thought process between the concrete to the abstract; confuse the concrete concept with abstract concepts in logic; replace the perceptive experience with fake concept. To these problems, the author put forward some feasible measures:Guide the children perceive things wholly, enriching children’s concept connotation; help children forming the understanding of things’multiplicity, enlarging the concept extension; provide perceptual materials or experience, making the abstract concept based on the concrete summary; standardize teachers’teaching language, changing abstract concepts as the properties of concrete things; make children’s real, concrete perception before false concept.