Science activity curriculum design driven by question chains
基于问题链驱动的科学活动课程设计

摘要

本文针对幼儿园科学教育中问题设计存在的系统性缺失、结构性失衡及与关键经验匹配度不足等问题，提出了基于问题链驱动的科学活动课程设计方案。通过理论研习、案例剖析和实践操练相结合的培训模式，课程旨在帮助教师掌握观察型、预测型、验证型和解释型问题链的设计方法，以促进幼儿科学探究能力的系统性发展。研究结合建构主义理论[1]和皮亚杰认知发展阶段理论[2]，设计了符合幼儿认知特点的问题链框架，并通过典型案例解析和多元评价方式验证了课程的有效性。实施结果表明，该课程能够显著提升教师的提问质量和幼儿的科学思维深度，为幼儿园科学教育提供了可推广的实践范式。

Abstract

This study addresses the common issues in kindergarten science education, including the lack of systematic design, structural imbalance, and insufficient alignment with key learning experiences in question formulation. It proposes a science activity curriculum framework driven by question chains, integrating theoretical learning, case analysis, and practical training. The curriculum aims to equip teachers with methodologies for designing observation-based, prediction-based, verification-based, and explanation-based question chains, thereby fostering systematic development of children's scientific inquiry skills. Grounded in constructivist theory and Piaget's cognitive development stages, the framework is tailored to young learners' cognitive characteristics. Its effectiveness is validated through(typical case analysis) and multi-dimensional evaluation.
Results demonstrate that the curriculum significantly enhances teachers' questioning techniques and deepens children's scientific thinking, offering a replicable model for improving science education in kindergartens.