First, the case background

The new Outline emphasizes that "science education should be closely linked with children's real life, and the things and phenomena around us should be used as the objects of scientific exploration", that is, it puts forward the educational requirements of life-oriented science education activities in kindergartens. In the past, we paid attention to transferring knowledge and teaching skills. As for the usefulness of children's learning this knowledge, they seldom thought about what aspects of their lives they should use this knowledge, especially if children are not interested in learning this knowledge. Now, we propose that the educational content should be made into life in order to let children understand and experience the current significance of educational goals and contents to them, and take it as an important prerequisite and condition to trigger children's active learning. Only when children really feel that what they want to learn is what they want to know or solve at present can they actively learn and understand things and their relationships.

Second, the source of the case

There are many good days when we bid farewell to the old and welcome the new. Recently, children often bring all kinds of wedding candy to share with their peers. Suddenly, I found that children are playing, eating and talking about sugar almost every day, and some even secretly eat sugar during activities. For young children in small classes, sugar is their favorite. For sugar, small class children's interest and life experience are often mainly based on eating, and they rarely explore some characteristics of sugar, the advantages and disadvantages of eating, scientific phenomena, sanitary habits and so on. Therefore, we think that it is obviously wrong to simply stop children from eating sugar in class and forbid them to bring sugar to kindergarten to stifle their interest. The scientific mystery of "sugar" is endless. How to seize such an educational opportunity and use the "sugar" that children are interested in to explore the knowledge of "sugar" at the same level as children? Our small class started a scientific theme activity about sugar.

III. Case Description Record 1:

In order to meet the needs of young children, we asked parents to help their children collect all kinds of sweets. The children were so excited that they chattered as soon as they got to class. Seeing the children's natural conversation atmosphere, I changed the previous teaching mode in time, put on a bag of candy and participated in the children's conversation: "So many candy babies are really beautiful. Where did they come from?" Xia Er said quickly, "This is my aunt's wedding candy, and there are many different kinds of candy in it." Ye Chenyu said, "My mother took me to the supermarket yesterday. There are so many sweets in the supermarket. I chose corn candy and cotton candy." At this time, the class opened the pot, and everyone shouted, "I also went to the supermarket. I have white rabbit toffee and lollipop, and mine is chocolate ..." I was very excited to see the children, and they built a preliminary understanding of sugar at home. In order to clarify the concept of children's scattered sugar, I made a request: "Let's open a supermarket selling sugar, shall we?" The children got excited at once, and I was busy sorting out the sweets with them and started a role game-"Candy Supermarket". In the game, children can buy two sweets with a small ticket. The teacher encourages them to peel off the candy paper themselves, have a look, smell and taste, and the children begin to communicate. "Mine is orange. What flavor is your sugar?" "Mine is red, strawberry-flavored," "Mine is green, apple-flavored," "I have chocolate, which is brown ..." I interjected, "Oh, the color of sugar can tell us the taste of sugar, right?" "Yes," just as the children responded to me in unison, I accidentally found the candy paper lying around.

Record 2:

In the last activity, the teacher was resourceful in education, able to take children as the foundation of the activity, flexibly use teaching methods, sort out and improve children's existing experience in time, and seize children's interest points. But teachers neglected health and environmental education. In order to improve children's awareness of environmental protection and tap the scientific knowledge in candy paper, "interesting candy paper" came into being in the teacher's casual glance. In the activity, the teacher wore an apron covered with candy paper and became a "candy paper sister". The teacher asked, "Is candy paper sister beautiful? Where is the most beautiful?" The child replied excitedly, "Beautiful, beautiful skirt with various colors of candy paper on it." The teacher asked, "Do you know where these candy wrappers come from?" Liang Liang replied: "The candy paper is the clothes of the sugar baby, which was peeled off from the sugar." Xia Er said, "Mom brought a lot of candy paper." Huang Limeng said, "Yesterday, I invited the whole family to eat candy, put away the candy paper and gave it to the teacher." The teacher said mysteriously, "You are all right, but you didn't bring the candy paper from the candy paper sister, but the teacher picked it up on the classroom floor yesterday. Isn't it a pity that children threw so many beautiful candy wrappers on the ground when they opened the candy supermarket yesterday? " "Yes." The teacher went on to say, "Candy paper is lying on the ground. How does the classroom look?" "Not clean," "unhygienic," "at sixes and sevens ..." The child answered. The teacher asked, "In the future, after children have candy paper, will they throw it around?" "Not anymore." Then, the teacher and the children enjoyed the collected candy paper together, and the children found that there were so many colors of candy paper; Children find that there are words and pictures on the candy paper, and they can tell us the name of the candy; The children also discussed that if sugar is not covered with sugar paper, it will be dirty, sticky and can't be eaten. Finally, the children understand the great role of candy paper.

According to the children's learning situation and interests, we launched a regional extension activity: "Wonderful Candy Paper World". The regional activities are divided into four parts. The first area is the "Candy Paper House". Teachers use mineral water vats to make houses, and the roofs are red, yellow, blue and green. The rules of the game are: color classification, that is, what color candy paper is attached to what color house. The second area is "wrapping wedding candy". The rules of the game are: wrap wedding candy for a pair of married dolls. The materials are waste newspapers and candy paper. After wrapping the candy, they should be put into wedding candy bags. The third area is "Dressing the Empty Bottle Doll", and the rules of the game are: Use sugar paper to make clothes for the Empty Bottle Doll. The fourth area is the "colorful world", and the gameplay is: use transparent colored candy paper to observe the outside world and see what will happen. The children began to explore areas of interest. In the first "sugar paper house" area, children began to look for sugar paper, distinguish colors, and paste double-sided tape ... Sometimes there will be disputes, and Fang Yu cried, "Teacher, Miaomiao posted it incorrectly. Her sugar paper is yellow and can't be pasted on the red house." Miaomiao is not to be outdone. "My candy paper also has red on it." When the teacher saw it, it turned out that the candy paper changed color from yellow to red, and both children had their reasons. I didn't expect that children in small classes would observe so carefully. In the "candy-wrapped" area, children are busy and happy. They are immersed in the joy of imitating XX, and in a short time, the basket in front of them is already full of "sugar". When you look closely, it makes people laugh. Their shoddy sugar is full of loopholes. The teacher said in a guest's tone, "There are some sugar clothes here. Why are they only half worn?" Mao Kai-cheng smiled shyly. He quickly took a piece of candy paper to make it up. When Meng Meng saw Ha ha laugh, the teacher said, "Meng Meng's candy bag is good. There must be a good way. Please teach him." Meng Meng taught it like a little teacher, and said, "The sugar should be smaller, and the two ends of the candy paper should be tightened ...".

They began to get serious, smiled and said, "We should wrap it up so that the bride and groom will be very happy." In the regional "colorful world", the teacher prepared some colorful and transparent candy wrappers for children and took them to the roof. It was very lively here. When they found that they looked at the sky through the candy wrappers, the sky changed color, red, pink, green and purple ... When they looked around through the candy wrappers, the surrounding world changed color, and the children's faces changed color. They couldn't help crying. Zhuang Zhuang also exchanged candy wrappers with Qin Qin for observation. The teacher also encouraged his peers to exchange candy wrappers and try it. He looked at it and asked, "How did my blue candy wrappers see the green sky?" I found that she took two pieces of candy paper, one yellow and one blue, and when they were overlapped, they turned green, so the teacher guided the children to use other colors of candy paper to overlap and turn into new colors. These findings are amazing for children in small classes. But Longlong was not happy, and said, "Why can't I see?" The teacher walked over and saw that his candy paper was not transparent. The teacher took the opportunity to ask other children to take a look at it, and the colorful world could not be seen. So the children were quiet and looked at the teacher curiously. The teacher compared two different candy papers with the children and told them that the candy paper in the outside world was invisible because it was transparent, and the candy paper in Longlong was opaque. The children finally understand, and they know a little more about science. This is how children's scientific knowledge is accumulated bit by bit.