Most kindergarten children ask “Why can’t I see the air?”, not “why” but “what is it”. For example, put an empty bottle in the water, gurgling bubbles. The child asked, “Why are there bubbles?” You said, “Because there is air in the bottle, the air will bubble up when it comes out of the water.” The child looked at the empty bottle with a dazed face, isn’t there nothing in it? You go on to explain “the air is invisible and intangible”. The child is even more stunned-can’t see, can’t touch, isn’t it just nothing? Telling a child that there is air in an empty bowl, just relying on your mouth to say, is like you give him an empty bowl and insist that there are chicken legs in it. He will also ask you “Why can’t you see or touch this chicken thigh?” When answering children’s scientific questions, it is often useless to simply say that you have to roll up your sleeves and do it. When answering children’s scientific questions, it is not necessary to talk about a matter in a particularly comprehensive and in-depth manner, but to stop at the point where they can understand. I will never forget it in the future, and there will be repercussions. For example, for children, air may be the first invisible but real “thing” they come into contact with. Children’s interest in air is also based on the conflict between old and new cognitions-everything I know is visible and tangible, but the air is invisible and untouchable. Adults also say that air is everywhere. A series of exploration activities can be carried out around the air, which not only helps them get to know the air initially, but also allows them to get a new experience and think about some problems in a way that they have never had before. The most commonly used in class is to use other objects to let children “see” and “feel” the existence of air through their senses. Because for children, only when the air affects other visible objects can they actually feel the existence of air and believe in the existence of air. How to prove the existence of invisible air? For example: empty plastic bottles at home, softer ones that can be pinched (similar to empty shampoo bottles). Take a light object, such as a feather or a thin tissue. Align the mouth of the empty bottle with the paper towel and squeeze the bottle vigorously. The paper towel will be blown. What life experience does the child already have? When the bottle is filled with water, the water will run out when you pinch it hard. If there is nothing in the bottle (there is nothing here, which refers to what the child thinks is “nothing” without knowing that there is air), then what makes the feather or paper towel move? Methods like this can help children better understand the existence of air. The children will also have fun, you can design something interesting. For example, let them play a game of pinching a bottle and blowing a ball. In fact, with regard to air, even children in kindergartens can learn about all aspects of air through scientific exploration activities. Of course, they are not as deep as middle school students or adults can know, but they can accumulate enough experience belonging to their age group. Some child-acceptable concepts about air include: air is everywhere. Air occupies space. Air can produce “pressure” on things that come into contact with it (here, we prefer the “force” and “pressure” of spoken language that children can understand, rather than strictly physics.) Flowing air can push objects. Air can slow down moving objects. The warm air flows upward. and many more. If you want to, these can be explored with your children in life. For example, if a bicycle tire is flat, it needs to be pumped up. The tires from flat to bulging, from soft to hard when pinched, can help children feel the presence of air. In addition, there is a certain sequence of what children need to understand first, and then what to understand. For example, we must first accept the existence of air before we can further explore some of its characteristics. For example, hot air balloons can be seen in many scenic spots, and children may also be interested in why it flies. The rise of hot air is actually very easy to demonstrate with small experiments, but the premise is that he must first have some concept of air. In addition, the exploration of air can also be presented in many very interesting forms. For example, many people may have played when they were young. An empty cup is stuffed with paper at the bottom and pressed into the water flatly. The paper is actually not wet because the air separates it from the water. If the cup is tilted, big bubbles can be seen from the bottom of the water, this is because the paper inside will get wet. In fact, these are all using other objects to help children feel and recognize the air on the basis of their existing experience. For example, a child’s usual experience is: paper will get wet in water. Hey, but if you manipulate it like this, it’s not wet. At this time, you said it was because there was air in the cup and water couldn’t get in. Children can actually accept the two concepts of “air is invisible but exists” and “air occupies a certain space.” In short, at the beginning of the kindergarten children, it is difficult and unnecessary to understand and understand the air from a micro-molecular perspective, from a human visual perspective. It is good that parents and schools can provide them with sufficient exploration opportunities and guidance in their daily lives, so that they can build up early scientific experience. The problem description does not say how old the child is, so I discussed the above from the scope of kindergarten and the lower grades of elementary school. Each child’s experience and situation are different. In the classroom, first-grade children who lack scientific exploration experience, and middle-class children who are more experienced, have certain scientific knowledge and cognition of scientific concepts, sometimes even almost the same. In short, I think it is very important for children to guide children in science to understand what the child has already understood and what the real meaning behind his question is. This is especially important for young children. Because it is not easy to explain things that you don’t understand. Say a few more words. Many small science experiments for children nowadays are actually pursuing the presentation of a cool phenomenon, such as changing a color or forming a crystal. In the process of children’s scientific inquiry, it is actually driven by the guidance of a large number of questions from adults-what do you think will happen? What actually happened? What has changed? Why is this happening? …These are not achieved by experiment alone. Many adults, because their earliest impression of science is that they studied physics, chemistry, biology and other subjects in middle school. So when it comes to children’s science education, they will transfer their previous experience to this, thinking that they are too young and too far away from science. This is not the case.