Research On The Development Of Scientific Inquiry Ability Of Senior Class Children Based On Planting Activities

Education in the field of science is an important way to cultivate children’s inquiry ability.As a comprehensive scientific activity,planting activities can enable children to operate and observe in the real nature,stimulate their interest in inquiry,experience the process of inquiry and develop their ability of scientific inquiry.In February 2022,the Ministry of Education issued the Guidelines for the Quality Assessment of Kindergarten Nursery Education.Among the key indicators of scientific concepts,the Ministry of Education proposed that children’s curiosity and interest in inquiry should be fully respected and protected,believing that every child is an active and capable learner.From the perspective of nature education and based on planting activities,researchers understand the development level of scientific inquiry ability of children in large classes.This study takes "Chen Heqin’s living education thought","Gardner’s multiple Intelligences theory" and "Dewey’s pragmatic education thought" as the theoretical basis,takes the observation method as the main research method,and uses the research tool of "preschool children observation and evaluation system" to select 24 kindergarteners in H Garden as the observation objects.In view of the development of four dimensions of ability in the field of science,namely observation and classification,experimental prediction and conclusion drawing,nature and material world,tools and technology,a four-month observation is carried out,and the following problems are found in the development of scientific inquiry ability of children in large classes in planting activities: the purpose of observation is easy to shift,divorced from the process of inquiry;There is deviation in the recorded content,which has nothing to do with the observed content;Insufficient combination of guessing and experimental verification;Conclusion generalization is weak,lack of experience generalization;Poor scientific knowledge of cultivated crops;Lack of understanding of the internal connection of things;Improper material operation;Explore the lack of demand.After summary,from the four aspects of kindergarten,teachers,parents and children,analyzes the factors affecting the development of scientific inquiry ability of children in large classes,including: the creation of the kindergarten material environment is not sound,the psychological atmosphere support is not enough,the material delivery is not comprehensive;Teachers do not carry out activities in depth,lack of relevant planting knowledge,lack of active and effective intervention;Parents neglect children to participate in planting activities,class work participation is not high;The difference of children’s own interests,the accumulation of daily experience.Finally,based on the level,problems and influencing factors of scientific inquiry ability of large class children in planting activities,this study puts forward the following countermeasures and suggestions: Create a good environment and create a psychological atmosphere;Suitable planting materials to stimulate exploration interest;Integration of activity forms,extending the connotation of exploration;Improve teachers’ cultivation literacy and play a guiding role;Inspire children to explore,guide children to master the exploration method;Change parents’ concept,support children to participate in planting;Actively participate in class work,work together to do a good home co-parenting;Planting content is mainly for children,respecting children’s interest in exploring;Visualization of planting process to support children’s review and reflection.