Kindergarten Teachers’ Scientific Literacy Research

Since the1990s, The international began to rise the investigation and study on teachers’ scientific literacy, Since2000, after the full launch new curriculum reform of basic education, our country began to focus on teachers’scientific literacy. From the investigation object, the research is mainly aimed at primary and secondary school teachers, and for the kindergarten teachers’ scientific literacy research is relatively less. In2001, the ministry of education promulgated the "kindergarten guidelines (trial)", Clear that the science education in kindergarten is foundation of one’s life, and the goal of which is to cultivate preliminary scientific literacy of children, as the direct leader of infant scientific education, kindergarten teachers’ scientific literacy directly determines the quality of children science education,affects the cultivation of preliminary scientific literacy of children. The main purpose of this study is to explore the present situation of the kindergarten teachers’ scientific literacy and its influencing factors. This research mainly involves two questions:first, what are the problems of preschool teachers’ scientific literacy; Second, what is the influence factors of kindergarten teachers’ scientific literacy. On this basis, this study raise the scientific literacy of the kindergarten teachers is mainly divided into three dimensions:scientific knowledge, scientific consciousness and scientific capacity, through the literature carding and analysis, on basis of which, the study compile "the kindergarten teachers’ scientific literacy questionnaire" and "the kindergarten teachers’ scientific literacy interview outline "as research tool of this study. First of all, this study invest50kindergarten teachers of10kindergarten of chongqing urban area by the "kindergarten teachers’ scientific literacy questionnaire". Secondly, after the recycling questionnaire, the study select randomly six subjects to the interview according" kindergarten teacher interview outline". Results showed that the kindergarten teachers’ scientific literacy problems are as follows:(1) The kindergarten teachers’understanding of the connotation of scientific literacy is Inadequate;(2) The kindergarten teachers are lack of attention to the improvement of their science literacy;(3) The kindergarten teachers are comparative lack of life science and physical science knowledge;(4)The kindergarten teachers are short of the correct scientific world outlook and the good scientific spirit and attitude;(5) The level of the kindergarten teachers’ ability of study independently、of scientific inquiry and of creative solving problem is relatively low. Therefore, this research analysis reason of the problems of chongqing city kindergarten teachers’ scientific literacy, from the angle of pre-service training and after training, and put forward the following Suggestions:(1) Strengthen the pre-service training of kindergarten teachers’ scientific literacy, such as improving the cultivation of the teachers’ level, improve the quality of recruit students of pre-school professional, change the mode of heavy liberal arts light science department when enrolling new students, install reasonable curriculum, and build the system of science education system;(2) Raise the entry threshold of kindergarten teachers;(3) Strengthen the post-career training of kindergarten teachers’ scientific literacy, including strengthening on-the-job training of kindergarten teachers’ scientific literacy and strengthen the kindergarten teachers’ scientific research, promotes the communication of science in kindergarten teachers;(4) Improve the evaluation system of in-service preschool teachers, such as to reduce or cancel the traditional evaluation system for the purpose of the assessment or management, and fully respect the principal position of kindergarten teachers;(5)The kindergarten teachers should set up the concept of life-long study, reinforce self education.