A Study On Elementary Science Teachers’ Teaching Needs In Professional Development

Elementary school science lessons are not only a preparation for students entering junior high school students learn biology, physics and chemical foundation, but also for cultivating students scientific knowledge and scientific literacy. Scientific qualities of teachers have a direct relationship with the quality and education of the science; only high-quality science teachers can cultivate the scientific literacy of students. But from past research results, the researches just reveal the current situation and existing problems of elementary school science classes in our country, and researchers were not aware of the most practical professional development needs from the science teachers themselves in elementary school. Such investigations did not take teachers as the research object, so the results cannot provide targeted information to meet teachers’ professional development needs.The research’s aim is to train high quality teachers, and the research is based on from three different areas of the three elementary schools, including a total of10science teacher interviews, classroom observation and the analysis of the teaching plans and so on. The author sums up the science teachers’ needs in professional development by professional knowledge; professional skills; teaching resources; institutional supporting and self-development these five dimensions. According to these requirements, the author puts forward reasonable strategies to serve the needs of teachers in the teaching process, to further improve the teacher’s own quality, and to make the classroom teaching better, eventually to improve the quality of primary school science education.