Research On Rural Kindergarten Teachers Preparation For Science Education

The development of era asked the ever-increasing demands of scientific literacy, as the enlightenment of science education, the kindergarten science education is essential for the formation and development of early children’s science literacy. Teaching activities as the main way of the kindergarten science education. It enables children to get experience in scientific knowledge and skills and good to keep young children’s interest in science, as well as the formation of scientific learning behavior and habits. However, the survey results show that kindergarten teachers, especially who in rural areas have a lot of confusion in the field of science teaching preparation.For the preparations of science teaching. Kindergarten teachers in rural areas have mainly the following problems. Firstly, the theme selection based primarily on textbooks and the lesson plans which are suspected only in order to meet the inspection. Second, the design of teaching process lack of inquiry. Third, the types of development and utilization of local resources are so single; Fourth, teachers’ science knowledge and skills are exile.The reasons why kindergarten teachers in rural area have so many problems in the science teaching preparation. In addition to the macroeconomic impact of the economic policy, are mainly contain four factors. First, rural kindergarten teachers’ scientific literacy is lower. Secondly, rural kindergarten teachers lack of professional capacity. Again, kindergarten teachers are mostly women, their center of life in the home rather than work. Finally, kindergarten teachers, especially who in rural undertake great responsibility and trivia ranges.There are many problems exist in rural kindergarten teachers’ preparation for science teaching, this study attempts to build a frame for the rural kindergarten teachers in sciences teaching preparation. The main teaching preparation including the design of lesson plan of scientific activities and preparation of teaching materials suitable for exploration. Secondary teaching preparation is necessary for teachers to understand the present situation of children’s learning in science area, to make their own preparations, cooperation with colleagues as well as the creation of the teaching and learning environment to encourage young children to explore. Apart from this, based on the analysis of the impact factors, the author make recommendations to the leaders of kindergarten, the kindergarten teachers, and children’s parents, and hope all of this can help rural kindergarten teachers do a good job of science teaching preparation.