Research On Pre-scientific Concepts Between Urban And Rural Children In Senior Grade Of Kindergarten

Pre-scientific concepts express an understanding of nature and the world around naturally children.The pursuit of pre-scientific concepts is the respect for the nature of man who came from the hand of the creator.The revelation of the pre-scientific concept level and characteristics is of unique value for the in-depth implementation of science education and the promotion of kindergarten curriculum construction.However,it is worrying that "knowledge and concepts" are often missing in early childhood science education,and the neglect of pre-infant science concepts is frequently seen.This study aims to take earth and space science as an example,and from the perspective of urban and rural areas,to understand the basic concepts,content characteristic and levels of pre-science concepts of children in senior grade of kindergarten,so as to provide enlightenment for science education of urban and rural children in senior grade of kindergarten.In this study,three urban kindergartens and four rural kindergartens were selected with the purpose of sampling.A total of 64 children aged 5 to 6 were selected as the research objects,including 30 children from urban kindergartens and 34 children from rural kindergartens.Mainly using interview method and work analysis and other research methods,on the basis of predecessors' adaptation of the urban and rural children in senior grade of kindergarten of earth and space science concept interview outline and urban and rural children in senior grade of kindergarten explanation level evaluation criteria and other research tools,In this study,NVivo11 and SPSS20.0 were used to collate and analyze the interview data,so as to further understand and compare the differences of pre-scientific concepts between urban and rural children in senior grade of kindergarten.The results show that first,the concept of science before urban and rural children in senior grade of kindergarten is basically the same.Urban and rural children's perception of the color of the sun and the shape of the moon is basically the same.The sun is mainly monochromatic light,and the moon phase is composed of a variety of round and curved shapes.The patterns of solar movement and lunar phase change in urban and rural children are mainly repetitive,and there are three different understandings of more complex lunar phase change,namely alternating repetition,linear repetition and circular repetition.The types of understanding about the change of day and night and the change of moon phases mainly include ignorance,animism,emotional participation,artificial animism,determinism and causation.Second,the interpretation level of scientific concepts before urban and rural children in senior grade of kindergarten is not synchronized.The explanation level of the pre-scientific concept of children in urban and rural senior grade of kindergarten is not high on the whole,and the explanation level of the pre-scientific concept of urban children in senior grade of kindergarten is significantly higher than that of rural children in senior grade of kindergarten.Third,there are differences between urban and rural pre-kindergarten scientific concepts.First of all,the language representation of urban and rural children is different.From the perspective of linguistic representation,the language symbols answered by the children in the urban senior class are vivid and rich,and they often use metaphors,columns of data and other methods to support their views.From the perspective of language representation,the language expression of urban children is more scientific and rational,while that of rural children is more philosophical.The language expression of children in some urban senior grade of kindergarten has strong logic and inverse.Secondly,the content characteristics of the pre-scientific concept of urban and rural children include three aspects: the static state and the motion state of natural phenomenon observation,the disorder and repeatability of natural mode cognition,and the external and internal attributes of causal relationship explanation.Thirdly,the degree of conceptual assimilation of urban and rural children is different.It is found that the scientific concept of urban and rural preschool children is unstable for the concepts that are complex and conflict with daily cognition.Urban children with a higher degree of conceptual assimilation like to describe the specific situation of natural phenomena.Fourthly,urban and rural children in senior grade of kindergarten access to different ways.The acquisition ways of scientific concepts before urban and rural children in senior grade of kindergarten are diversified,and the acquisition ways of urban children in senior grade of kindergarten are mainly book,video and audio media.The acquisition way of children in senior grade of kindergarten in the countryside is mainly through their own observation and speculation.On this basis,the researcher discusses the universality and particularity of prescientific concept and field,the development of pre-scientific concept and specific situation and environment,and the development of pre-scientific concept and social and cultural background.The researchers put forward relevant Suggestions: infant perspective and adult perspective should be integrated,based on the current situation of pre-infant scientific concepts;Thinking about concepts and processes to promote children to think beyond facts;We should respect the cultural differences between urban and rural areas and pay attention to the integrated development of preschool education in urban and rural areas.