Research On State Of Naive Theory On Gravity Of The Top Class In A Kindergarten And Its Inspiration To Science Education In Kindergartens

To meet the needs of the times and national strategic development arrangements,the development and improvement of science education has become a top priority in the field of education.Preschool science education is the basic stage of science education,and the key problem to be solved urgently is to seek an optimal plan for preschool science education.To analyze the main dilemma of science education for children,on the one hand,it is because the lack of understanding of children’s scientific literacy.On the other hand,teachers’ "incomprehension" and "misreading" of children also make it difficult for teachers to give timely and effective support to children." Naive theory " is an effective way to solve this dilemma.Through long-term observation,it is found that children have a very rich discussion on the concept of "gravity" and its related phenomena in role play.Therefore,this study focuses on the development of children’s naive theory on "gravity",and tries to explore teacher’s methods to effectively stimulate children’s scientific exploration.This research mainly uses interview method.Prepare an interview outline on the development of children’s naive theory on gravity,then selects 36 children(18 boys and18 girls)from the top class of a kindergarten in Shanghai as the main research object to investigate the development of children’s naive theory on gravity.The following conclusions are drawn from the coding analysis of the survey results: 1.Children judge the existence of gravity according to the biological properties and mass of the object.During the process of judgment,children transfer a large number of daily experiences.When encountering cognitive conflict,some children will adjust their answers.2.Summarizing children’s mastery of naive theory on gravity,we find that there are following three characteristics: children’s cognition of children’s naive theory on gravity is cohesive;The interpretation of children’s naive theory on gravity is multiplex,situational and diversity;The prediction of children’s naive theory on gravity is kind of accurate and stable.3.Providing counterexamples can promote the formation and development of children’s naive theory on gravity,stimulate children’s exploration interest,and provide more effective space where teachers can support children.Therefore,providing counterexamples can be an effective way to stimulate children to further scientific exploration based on the original naive theory.Based on the above research results,the author discusses the significance and method of teachers’ correct cognition of children’s naive theory,and how to improve teachers’ scientific education literacy and create conditions to effectively support the development of children’s naive theory Based on the results of the discussion,some suggestions are put forward to improve the quality of science education.