A Study On The Current Situation Of Preschool Teachers' Scientific Literacy In Minority Areas And Its Cultivation Strategy

Development education in minority areas has an important role in promoting economic development. In the national call to improve civic scientific literacy background, science literacy of minority areas preschool teachers should be taken seriously. Good quality child care is inseparable from early childhood teachers, preschool teachers’scientific literacy is one of the best indicators to measure a preschool teacher. Learning minority areas of scientific literacy status of kindergarten teachers, to optimize the quality of early childhood teachers and to promote the development of minority preschool education has important significance.Through the minority areas of scientific literacy survey of kindergarten teachers found that:the minority areas preschool teachers have a certain scientific literacy, but their scientific literacy is not high; Secondly, the scientific literacy of kindergarten teachers score each dimension is not balanced in the minority areas, scientific spirit gains the highest score while the scientific knowledge is the lowest; Thirdly, preschool teachers of different age and seniority have different scientific literacy. the longer the higher seniority scientific literacy of kindergarten teachers; Fourthly, bilingual kindergarten preschool teachers’science literacy is lower than non-bilingual kindergarten; Fifthly, different academic preschool teachers had significantly different scientific literacy, scientific literacy of kindergarten teachers college degree is maximum.Causes of scientific literacy status of preschool teachers in minority areas could include:on the one hand, preschool teachers’concept and behavior are inconsistent that is to say, Preschool teachers with the scientific spirit and attitude have come to realize the importance of learning science to their own development, but in the practical work and life they seldom browse the information and knowledge about science; on the other hand, in minority areas a considerable portion of preschool teachers are minorities whose mother tongue is not Chinese. Therefore, HSK becomes obstacles in the development of a minority preschool teachers’scientific literacy. The vast majority of pre-school students are liberal arts students, the limitations of division of Arts and science is also the reason that kindergarten teachers’science literacy is not high. In addition, the construction of infrastructure in minority areas of science will affect kindergarten teachers to improve their science literacy.These problems through joint efforts of social, kindergartens and preschool teachers will be properly addressed. First, the state should focus on prospective kindergarten teachers to develop scientific literacy, adjust pre-professional training mode and add the general education science courses; strengthen early childhood bilingual teacher training, improve the level of minority kindergarten teachers’Chinese. Second, the government should effort to help increasing the popularization of science, provide a wealth of knowledge acquisition approach for early childhood teachers in minority areas. Again, kindergartens can carry out multi-science activities in different form. Finally, preschool teachers should establish and practice the "lifelong learning" thinking. Today vigorously promoting the development of pre-school education in the country, the construction of a high-quality early childhood teachers is imperative, minority areas are no exception. Through national, social, kindergarten and preschool teachers working together, a higher scientific literacy preschool teachers’team will be just around the corner.