摘 要科学教育在幼儿园教育中发挥着重要作用，探究式学习与学龄前儿童的年龄和心理特征相对应。在幼儿园开展科学探究活动可以培养孩子最初的科学兴趣，学习初步的探究技能，并形成的正确态度，为儿童科学素养的形成和可持续发展奠定坚实的基础。本研究以宁德市 D 幼儿园大班年段四名幼儿教师和四十名幼儿为研究对象，运用了访谈法和观察法对幼儿园科学探究活动的实施现状进行调查。通过研究发现，幼儿园实施科学探究活动存在以下问题：1、探究活动内容来源单一；2、幼儿园开展科学探究活动的频率少；3、只重视物质环境的创设，而忽视了心理环境；4、注重幼儿自主操作自主探究的部分，忽视了讨论和记录的环节，探究过程缺乏教师的有效指导；5、教师对幼儿的评价不够具体，评价过程都是教师评价为主，评价形式比较单一。本研究从教师、幼儿、幼儿园方面进行归因分析，并在此基础上提出相应的建议：教师要提升自身的科学素养，科学合理的选择内容，创设良好的环境，投放适宜的材料，优化指导行为，多元评价幼儿；幼儿园要提供充分的物质支持，为教师提供专业支持；加强教师与家长的沟通，加强家园合作。关键词：幼儿园；科学探究活动；科学活动1AbstractScience education occupies an important position in kindergarten education. Learning through inquiry is consistent with the age and thinking characteristics of preschool children. The implementation of scientific inquiry activities in kindergartens can cultivate children's initial interest in science, master preliminary inquiry skills, and form a correct inquiry attitude, laying a solid foundation for the formation and sustainable development of children's scientific literacy.In this study, four kindergarten teachers and 40 kindergartens in the D kindergarten class of Ningde City were used as the research objects. The interview and observation methods were used to investigate the status of the implementation of scientific inquiry activities in kindergartens.Through research, it is found that there are the following problems in the implementation of scientific inquiry activities in ki...
