Action Study On Teachers’ Guidance Of Children’s Peer Interaction Of Scientific Play In 5-6 Age Class

Scientific play are an important means of science education for children.Among them,peer interaction in scientific play can promote children’s exploration interest,accumulate scientific experience,and have important value for improving children’s scientific abilities.However,there is limited research on peer interaction in scientific play both domestically and internationally.In practice,this issue has not received sufficient attention and effective solutions.In kindergarten practice,the researchers have relatively little experience and weak guidance ability in guiding peer interaction,and this is not enough to support good peer interaction in scientific play for children.Teachers in the kindergarten also reported difficulty in guiding peer interaction in scientific play.Therefore,based on the literature review,the researchers combined their own advantages in teaching,and through group discussions,explored how to improve peer interaction in scientific play for children,and attempted to summarize effective strategies for teachers to guide children’s peer interaction in scientific play in5-6 age class.The researchers used the paradigm of action research and comprehensively used interview,observation,and content analysis methods,and created "peer interaction observation checklist" and "young children’s science exploration ability observation checklist" as observation tools to conduct a five-month action research.Based on the insufficient peer interaction of the children in scientific play,the researchers carried out three stages and seven cycles of action.The first stage is the exploration stage,which stimulates children’s interest in scientific play by adjusting scientific play to increase peer interaction and reduce negative interactions.The second stage is the promotion stage.Teachers use multiple forms and methods to promote children’s understanding and construction of scientific concepts based on children’s learning characteristics.The third stage is the transfer stage,which encourages children to use group cooperation to solve practical problems for knowledge transfer.Through the three stages of action research,both children and teachers have grown.Children have improved their peer interaction and science exploration abilities in the process.Their positive peer interactions increased,interaction themes became richer,and they learned to solve conflicts in a constructive way.Their sustainability,persistence,and scientificity in scientific play have also improved,although there are individual differences.Overall,progress has been made in various dimensions of scientific exploration ability.Teachers’ ability to guide peer interaction and scientific play has been significantly improved,mainly in guidance ability in concepts,strategies,intervention methods,time and quality,guidance language,etc.This study found that firstly,teachers should encourage active peer interaction based on children’s experience and internal and external motivations.They should ask questions based on the context of exploration or interaction,constantly enriching material support and children’s experience,and enhance the spontaneity and sustainability of peer interaction.Secondly,teachers’ guidance of peer interaction can start from the goals of scientific play.They should first create a good interactive environment to stimulate children’s scientific interest,then carry out a series of activities to help children build scientific concepts through peer interaction,and finally transfer scientific knowledge through cooperation to enhance the effectiveness of peer interaction.Thirdly,from the perspective of individual differences,teachers should pay attention to individual differences of children and the level of game and exploration problems,and dynamically construct a game community to support children’s individual needs in the form of complementing each other’s strengths.