Research On Improving Preschool Children's Scientific Thinking Ability By Comprehensive Teaching Method

The progress of science and the development of society are based on the scientific thinking ability of talents.The cultivation of talents should start from preschool children.The cultivation of scientific thinking ability cannot be separated from related teaching activities.Scientific thinking ability includes the ability to form hypothesis,test hypothesis and evaluate evidence.Research shows that three parts of ability develop rapidly in the pre-school stage.In recent years,both academia and the public pay more and more attention to preschool education,and to the cultivation of preschool children's scientific thinking ability.However,due to the inefficiency of educators in teaching science courses,the lack of necessary educational resources,and the inability to provide high-quality science experiments for children,there are some problems in preschool children's science education.The purpose of this study is to explore the applicability of the comprehensive teaching method to different teaching objectives(enhancing the ability of hypothesis formation,hypothesis testing and evidence evaluation),based on Gerde's(2013)comprehensive method and preschool children's science teaching content as material.In experiment 1,55 preschool children with an average age of 4.5 years in a kindergarten were selected for the magnet experiment,26 of them were taught by comprehensive teaching method,and the other 29 were taught by traditional teaching method.The results show that preschool children receiving comprehensive teaching method have significantly higher ability of forming hypothesis and evaluating evidence than those receiving traditional teaching method,but there is no significant difference in hypothesis testing ability between the two groups.The subjects in Experiment 2 and Experiment 1 carried out the ups and downs experiment.The results show that preschool children receiving comprehensive teaching method have significantly higher ability of forming hypothesis,testing hypothesis and evaluating evidence than preschool children receiving traditional teaching method.The comprehensive analysis results show that the interaction of teachingmethods,teaching contents and scientific thinking is significant.Simple effect analysis shows that for preschool children receiving comprehensive teaching methods,the level of preschool children's hypothesis testing ability in sink-and-fall experiment is significantly higher than that in magnet experiment.There is no difference in other abilities.There are no differences in traditional teaching methods.