A Study On The Scientinc Education Activities In The Kindergarten From The Perspective Of Constructivism

Constructivism is a revolution of contemporary educational psychology, and its emergence has caused a wide range of educational reforms. From the perspectives of learner, constructivists emphasize on the independent construction in learning activities, which subvert traditional concept of education called "Teaching centered". As an important role of kindergarten education, early childhood science education how to achieve children-oriented, how to promote kids’ learning actively, and how to highlight the core value of guidance which is called "to explore and solve issues", is becoming an urgent solution problem.In this study, the combination of qualitative and quantitative methods is mainly used to draft observation form of kindergarten’s scientific educational activities in the classroom based on George W. Gagnon Jr. and Michelle Collay’s six elements of constructivist learning design, and also using this observation form to go deep into the scene, from six dimensions of situation, group, bridge, task, demonstration and evaluation of the present conditions of the kindergarten educational activities to carry out the investigation and analysis, which reveals the status quo of the problems. The results show that problem regarding to children’s educational activities still exists including lack of continuity of situation, formative obscurity, insufficiently providing cooperative materials and less cooperation and communication among team members; relationship between activities and children’s experience is not quite close together, also including lack of continuity between content before and after; questions which are put forward by teachers can not be effectively activated, and kids are insufficient of questioning and practice; the opportunities for kids responding to demonstration in the classroom are not enough, and also teachers don’t pay more attention to concise explanations towards them; and again evaluation is relatively simple, vague, and ignoring the significance of children’s thinking, etc. In allusion to existing problems, the paper analyses the profound causes which have an impact on the implementation of kindergarten’s science education activities. In this research some constructive advice in the aspects of kindergarten’s educational activities are put forward based on constructivism learning theory from the design of suitable learning environment, support group to negotiation-cooperation, building up bridge between old and new knowledge, carefully planned learning tasks and scientifically organizing demonstration and establishing reasonable evaluation system, etc.