Examining Implementation Challenges in Preschool Science Education through an Activity Case

Abstract

The core value of preschool science education lies in stimulating children's interest in inquiry, developing their inquiry abilities, and fostering a scientific attitude, ultimately helping them develop scientific cognitive methods and thinking habits. Taking the science activity "Bai Shi Pagoda" in a kindergarten senior class as a case study, this paper analyzes the implementation challenges in preschool science education from three aspects: activity objectives, content, and methodology. It identifies issues such as activity objectives focusing on superficial knowledge and skills, content overemphasizing the transmission of disciplinary concepts, and methodologies leaning towards conclusive receptive learning. Based on cognitive development theory, intrinsic motivation theory, situated cognition and learning theory, and the requirements of the *Guidelines for the Learning and Development of Children Aged 3-6*, this paper explores how to return to the essence of preschool science education and promote the holistic cultivation of children's scientific literacy, thereby providing empirical support for enhancing the high-quality development of preschool science education.