What are the misunderstandings in the field of kindergarten science education and how to avoid them?

There are some misunderstandings in the field of kindergarten science education: First, early childhood science education is to cultivate children's scientific quality, so that children can be more focused, more enthusiastic, more rigorous and profound in thinking, more vivid and effective in learning, and more willing to work hard for it. Accordingly, I think there are the following misunderstandings in the field of kindergarten science education: 1. The goal orientation of science education activities is incorrect. Children's learning of knowledge points is the whole process of operational perception, and whether they can tell the final result is not the ultimate goal of the activity. In fact, in the whole activity, children have already perceived some knowledge through their own operations. At the end of the course, if children can't find their goals, the teacher can continue to guide them to achieve them. 2. Improper selection of materials for scientific education activities In some specific scientific activities, because other materials are selected instead of raw materials, the actual effect deviates too much from the expectation, which can not arouse children's interest in the whole activity process, thus making the activities receive poor results. 3. Teachers give too much guidance in science education activities, ignoring that children should be the main body and teachers should be the leading role in science education activities. However, in actual activities, the teacher guides the children step by step according to the pre-designed links to prevent them from moving around. In group teaching or regional activities, teachers should provide enough operating materials for children to play for a while, but some teachers give too much direct guidance. When children make mistakes or produce unexpected phenomena in activities, teachers can't wait to hint or even tell them the results directly, depriving children of the right to explore and ignoring them in activities. Second, to avoid misunderstandings in the field of kindergarten science education, we should do the following: 1, and define the goals of science education. The activity is to let children understand the ultimate goal through their own operational perception, with the focus on the process. 2. Select standard scientific materials. Only standard materials can achieve the expected experimental effect, arouse children's enthusiasm and make them actively participate in activities. 3. In science education activities, children should be the main body and teachers should be the dominant. In the activity, the teacher is more to guide the children to the ultimate goal, and the children should operate more, observe more and explore actively. Teachers give children full freedom and guidance on the basis of achieving their goals. Finally, our teachers should strive to improve their scientific quality, study more, constantly improve their professional ability and technical level, establish a brand-new concept, and really put children's development first. Only in this way can children's science education activities be carried out smoothly and children's healthy growth be promoted.