摘 要：幼儿科学探究活动是培养儿童科学素养和探究能力的重要途径，但当前幼儿园实践中存在活动设计单一、教师指导不足等问题。本研究以建构主义理论和儿童发展心理学为基础，通过为期一年的行动研究，探索了科学探究活动在幼儿园中的组织与指导策略。研究选取了三所幼儿园的中班儿童作为研究对象，采用观察法、访谈法和案例分析法相结合的方式，系统分析了活动实施过程中的关键要素及其影响机制。结果表明，基于问题驱动的探究活动能够显著提升幼儿的科学兴趣和思维能力，而教师的有效指导则需要结合开放性提问、适时介入和多元评价等策略。
关键词：幼儿科学探究；建构主义；教师指导策略
Abstract：Children's scientific inquiry activities are an important way to cultivate children's scientific literacy and inquiry ability, but there are problems in current kindergarten practice, such as single activity design and insufficient teachers' guidance. Based on constructivism theory and child developmental psychology, this study explores the organization and guiding strategies of scientific inquiry activities in kindergartens through a one-year action research. The middle class children from three kindergartens were selected as the research ob jects, and the key elements and their influence mechanisms were systematically analyzed by the combination of observation, interview and case analysis. The results show that problem-driven inquiry activities can significantly improve children's scientific interest and thinking ability, while effective guidance from teachers needs to combine open questioning, timely intervention and multiple evaluation strategies.
Keywords: Young Children Scientific Inquiry；Constructivism；Teacher Guidance Strategies
目 录
引言 1
一、幼儿科学探究活动的意义与价值 1
(一)科学探究对幼儿发展的意义 1
(二)幼儿科学探究的核心要素分析 2
(三)科学探究活动的教育价值体现 2
二、幼儿科学探究活动的设计原则 3
(一)探究活动设计的基本原则 3
(二)活动目标与内容的选择策略 3
(三)设计中的安全性与适龄性考量 4
三、幼儿科学探究活动的组织方法 4
(一)探究活动的分组与角色分配 4
(二)活动过程中的引导与支持策略 5
(三)组织中的互动与反馈机制 5
四、幼儿科学探究活动的指导策略 5
(一)教师在探究活动中的角色定位 6
(二)指导中的问题提出与解答技巧 6
(三)评价与反思的实施路径 7
结论 7
参考文献 8
致谢 8
关键词：幼儿科学探究；建构主义；教师指导策略
Abstract：Children's scientific inquiry activities are an important way to cultivate children's scientific literacy and inquiry ability, but there are problems in current kindergarten practice, such as single activity design and insufficient teachers' guidance. Based on constructivism theory and child developmental psychology, this study explores the organization and guiding strategies of scientific inquiry activities in kindergartens through a one-year action research. The middle class children from three kindergartens were selected as the research ob jects, and the key elements and their influence mechanisms were systematically analyzed by the combination of observation, interview and case analysis. The results show that problem-driven inquiry activities can significantly improve children's scientific interest and thinking ability, while effective guidance from teachers needs to combine open questioning, timely intervention and multiple evaluation strategies.
Keywords: Young Children Scientific Inquiry；Constructivism；Teacher Guidance Strategies
目 录
引言 1
一、幼儿科学探究活动的意义与价值 1
(一)科学探究对幼儿发展的意义 1
(二)幼儿科学探究的核心要素分析 2
(三)科学探究活动的教育价值体现 2
二、幼儿科学探究活动的设计原则 3
(一)探究活动设计的基本原则 3
(二)活动目标与内容的选择策略 3
(三)设计中的安全性与适龄性考量 4
三、幼儿科学探究活动的组织方法 4
(一)探究活动的分组与角色分配 4
(二)活动过程中的引导与支持策略 5
(三)组织中的互动与反馈机制 5
四、幼儿科学探究活动的指导策略 5
(一)教师在探究活动中的角色定位 6
(二)指导中的问题提出与解答技巧 6
(三)评价与反思的实施路径 7
结论 7
参考文献 8
致谢 8
