An Empirical Study On The Cultivation Of Problem Solving Ability Of Senior Class Children

Problem-solving skills are essential for young children in everyday life and in meeting future challenges.In many cases,adults are often involved in and solve problems that should be solved by children,resulting in generally low problem-solving skills in young children.However,learning scaffolding is a suitable way to help young children learn more skills and solve problems independently.In this way,this research aims to develop children’s problem-solving ability as the general goal of education,carry out problem-solving education activities for large-class children,and discuss and analyze the level of children’s problem-solving ability based on learning scaffolding.In this study,a total of 47 children aged 5-6 in two large classes in a D kindergarten in Nanchang were selected as the research objects,and they were divided into experimental class and control class.On the basis of a comprehensive analysis of the research status of problem solving at home and abroad,a teaching model based on learning scaffolding to cultivate children’s problem-solving ability is built,and teaching objectives,teaching process,learning scaffolding(situation scaffolding,strategic scaffolding,evaluation scaffolding),preparation conditions,etc.Several aspects of content design.Afterwards,the experimental class implemented 10problem-solving educational activities,which used stories as situational scaffolding to introduce problems,and used mind maps,analysis charts,design drawings,images,and problems as strategic scaffolding to support the problem-solving process of children;Daily teaching activities are carried out according to the garden plan during the time.By comparing the measurement data of children’s problem-solving ability level before and after,and observing and analyzing children’s problem-solving behavior performance in activities from three aspects: attitude towards problems,way of dealing with problems,and quality of problem-solving,the evaluation is based on learning scaffolding.The appropriateness and effectiveness of problem-solving educational activities to develop the problem-solving skills of older children.Based on the above research and analysis,this study concluded from quantitative data that the problem-solving ability of children in the experimental group is better than that of the control group,and the problem-solving education activities based on the learning scaffold design can effectively promote the problem-solving ability of children in large classes;From the qualitative analysis and discussion of the research results of the application of learning scaffolding,it is concluded that(1)the situational scaffolding creates a problem-solving environment for children;(2)the graphic scaffolding supports children to solve problems in an orderly manner;(3)the oriented scaffolding indicates the direction of children’s problem-solving;(4)the evaluation scaffolding feedbacks children’s problem-solving level.At the same time,based on the research conclusions,this study puts forward corresponding educational suggestions on how to use stents:(1)Appropriately rely on the situational support to maintain children’s interest in solving problems.Story context is a collection of content with multiple elements such as knowledge,emotion,and values,and its plot has the characteristics of integrity,continuity,logic and dynamics.By setting the problem in the context of the story,children are attracted not only by the vivid picture of the situation,but also by the rich plot,which drives them to actively explore and actively participate in the process of problem solving.(2)Flexible use of strategic scaffolding to help children form problem-solving ideas.The research strategy framework is mainly based on two types: diagrammatic and oriented.There are four specific suggestions for its application:(1)Visualize thinking with mind maps to help children understand problem schemas;(2)Use mind maps to project ability,to assist teachers in evaluating children’s problem-solving level;(3)to use graphic symbols to represent problems,to pave the way for problem-solving analysis ideas;(4)to guide children to find the correct direction for problem-solving,guided by teachers’ guidance.(3)Multivariate design evaluation bracket to obtain comprehensive feedback information from children.Evaluation frameworks in the field of education need to accurately position the evaluation framework according to the specific situation of its role.The evaluation of kindergarten teaching activities is not based on the pros and cons of the activities and the children’s ability,but the diagnosis,adjustment and guiding functions of the evaluation,and timely adjustment and improvement according to the effect of the activities to promote the better development of the children.