摘 要 本研究的目的在于在观察幼儿园中大班的科学区区角材料，藉由幼儿在其中的操作情形并且分析其中的适宜性。 研究对象为宁德市一公立幼儿园中的 5 个大班和 5 个中班共计十个班级，20名教师。每个班级平均 40 位幼儿(本篇以每班 40 位幼儿为准)。采用观察法和访谈法了解该班老师科学区活动材料规划的想法、投放的情况、幼儿在其中与科学区材料互动状况、以及教师介入情况，分析其适宜性，并参考相关理论给出建议。中班科学区材料可以分为科学认知类、科学实验类、益智娱乐类和科学创造类。其中科学认知类、科学实验类、益智娱乐类的活动材料占大多数。大班科学区同理，但是其中科学创造类的材料相比中班段有明显增加。中班与大班的材料差异，反映了教师对幼儿学习发展的想法，是教师教学理念的体现。所观察的各班材料数量都能满足幼儿需求，材料摆放均已幼儿为主体考虑。 该园科学区存在材料的更新与维护不及时；科学区与主题活动的配合不自然材料缺乏提示；急于求成和材料玩法单一；不利于幼儿自主创造等问题。笔者建议教师从幼儿的兴趣出发，促进幼儿之间的合作；关注幼儿的个体差异，有层次的投放活动材料；科学区与主题活动的有机结合；提高教师科学素养。关键词：幼儿园；科学区；材料IAbstractThis study took the junior and senior of X kindergarten in NingDe city as the research object with a total of 10 classes. There are 20 teachers, with an average of 40 children in each class (this paper takes 40 children in each class as the standard), and used observation and interview methods to understand the current situation of the placement of activity materials in the scientific corner of the kindergarten, the interaction between children and science area materials, and the interaction between teachers and children and materials, to analyze and summarize, and to give some suggestions.In the junior class science area, the materials can be divided into scientific cognition, scientific experiment, educational entertainment and scientific creation. Among them, most of the activity materials are scientific cognition, sci...
