Research On The Current Situation Of Teachers’ Combing Children’s Inquiry Experience In Scientific Collective Teaching Activities

Teachers’ combing children’s inquiry experience is a common teaching behavior in organizing and implementing scientific collective teaching activities.Combing children’s inquiry experience is not only related to teachers’ organization of scientific collective teaching activities,but also of great significance to children’s scientific learning.This research takes preschool teachers in public parks in Fujian Province as the research object,and systematically studies and ponders the current situation of teachers’ combing children’s inquiry experience in the current scientific collective teaching activities by using the methods of questionnaire,interview,observation and case analysis.This study compiled the questionnaire on the current situation of teachers’ combing children’s inquiry experience in scientific collective teaching activities,and conducted a survey on Teachers’ understanding and specific performance of combing children’s inquiry experience in current scientific collective teaching activities.The results show that there is a significant positive correlation between teachers’ understanding of children’s inquiry experience and their specific performance.In terms of cognition,teachers generally agree that it is necessary to sort out children’s inquiry experience in scientific collective teaching activities,and have a good evaluation on their own behavior of combing children’s inquiry experience;In terms of sorting out purposes,teachers’ sorting out children’s inquiry experience is mainly to promote teaching links and promote children’s scientific learning;On the timing of combing,teachers mainly sort out at the end of children’s inquiry;In terms of content,teachers mainly sort out the content of knowledge experience and method experience in children’s inquiry experience;In the way of combing,teachers mainly use the way of retelling children’s sharing,questioning and demonstration to sort out.Further through the analysis of observation cases,it is found that there are two typical problems in the current scientific collective teaching activities: the lack of logic and the neglect of children’s real inquiry experience.This study believes that teachers’ scientific education literacy,children’s characteristics and the characteristics of scientific collective teaching activities are the main factors that affect teachers’ combing children’s inquiry experience.On this basis,it further discusses the suggestions to optimize teachers’ combing children’s inquiry experience in scientific collective teaching activities: teachers should improve scientific literacy;Comprehensively understand and sort out the subjectivity of children in their inquiry experience;Improve problem awareness and be good at finding problems in children’s inquiry experience;Continue to practice and reflect,and accumulate useful experience.Kindergartens should carry out and improve teaching and research activities to provide professional support for teachers.