Chang Li
The Fourth Kindergarten in Guanshanhu District, Guiyang City, Guizhou Province
Abstract：
In response to the lack of exploration subjectivity and fragmented knowledge dilemma in current
kindergarten science education, and in response to the national policy's demand for cultivating children's
scientific exploration ability, this paper explores and constructs an effective practice path based on project-based
learning (PBL) model to cultivate children's scientific exploration ability. Using theoretical analysis and model
construction methods, a third-order driven PBL scientific exploration path model is systematically constructed. Propose the three-dimensional principles of PBL scientific exploration theme design: embedded life, falsifiable
problems, and low structured materials. Construct a fourth-order exploration implementation framework:
phenomenon infiltration (creating cognitive conflicts to enhance observational and descriptive abilities), hypothesis generation (using record sheets to guide conjectures and develop problem-solving skills), collaborative verification (organizing debates and evidence display to exercise explanatory reasoning skills), and
meaning reconstruction (creating "Our Discoveries" posters to strengthen cognitive abilities). Clarify the support
strategies for teachers as science collaborators: build a high-level questioning cognitive scaffold based on
Bloom's goal classification, and implement differentiated timely intervention strategies (such as material prompts
and opinion negotiation flowcharts). Propose a sustainable development mechanism: avoid the risk of
performance-based achievements, establish a bank for early childhood science problems, and develop a PBL
teacher decision support toolkit. The "three-level driving path" model and teacher support strategies can
significantly promote the deep development of key experiences in early childhood science, and promote the
transformation of kindergarten science education towards an inquiry based approach, which has important
practical guidance significance.
Key Words：
PBL mode; child; scientific inquiry ability; practical path
