幼儿是科学活动中的主体,教师的角色定位在“支援者’,和”引路人“。科学活动中教师必须提供足够的素材,以促进每一个孩子都能得到观察、操作和探索的机会。大班幼儿的科学活动内容在注意尽可能接近幼儿生活的同时,不能忽视活动结果对幼儿生活的回归。过程性的多元与动态的评价,是提高幼儿积极有效地开展科学活动的重要保证。 Toddlers are the mainstay of scientific activities, and teachers are positioned as ”supporters,“ and ”lead-in." Teachers in science must provide sufficient material to facilitate the observation, operation and exploration of every child The contents of the scientific activities of young children as close as possible to children’s attention to the same time, activities can not be ignored the return of the outcome of children’s life process of multiple and dynamic evaluation is to improve the active and effective child care activities to carry out an important guarantee .