Research On The Status Quo Of Science Literacy Of Kindergarten Teachers In Shanghai

Since 2000,Many countries in the world have started research on teacher science literacy.However,in these surveys and studies,most of the research subjects are primary and secondary school teachers,neglecting the research on preschool teacher science literacy.However,early childhood teachers as the direct leader of early childhood science education,the level of scientific literacy directly determines the quality of early childhood science education,and affects children's initial scientific literacy training.Understanding the present situation of Shanghai's preschool teachers' scientific literacy,discovering problems and proposing corresponding solutions are of great significance for improving the preschool teachers' scientific literacy,perfecting preschool teacher training strategies,and developing kindergarten science education.This study used questionnaires and interviews to investigate the status of preschool teachers' scientific literacy in Shanghai.The questionnaire used was modified from the basis of a more mature questionnaire.It added questions concerning the scientific literacy of preschool teachers' career-related scientific education knowledge,science education methods,and science education concepts.The study found that:1.The overall level of scientific literacy among preschool teachers in Shanghai is general;2.The scores of the various aspects of the scientific literacy of kindergarten teachers in Shanghai are not balanced,the scores of scientific emotion and attitude are relatively high,and the scores of scientific knowledge are relatively low;3.There is significant difference in the scientific literacy among preschool teachers of different ages;4.There is a significant difference in the scientific literacy among preschool teachers of different teaching ages;5.There is a significant difference in the preschool educators' preschool literacy among different educational backgrounds;6.There is no significant difference in preschool educators' preschool literacy among different job titles;7.Preschool children in different levels The difference between teachers' scientific literacy is significant;8.The preschool teachers' scientific literacy in public kindergartens is significantly higher than that of private preschool teachers;9.The preschool teachers' scientific literacy is significantly higher than that of preschool kindergarten teachers.10.The preschool teachers' scientific literacy in science and technology-oriented preschools is significantly higher than thatof preschool teachers in non-technical preschools.Through combing the research status,it is found that there are problems in the preschool teachers' scientific literacy in Shanghai.First,the preschool teachers' level of scientific knowledge is relatively low.Second,the level of development of science literacy among preschool teachers of different levels,regions,and nature is not balanced.The main reasons for these reasons are as follows:First,the current curriculum structure of colleges and universities for cultivating preschool teachers is irrational;Second,kindergartens do not pay attention to assessing the scientific literacy level of preschool teachers when recruiting;Third,kindergartens lack training for improving the scientific literacy of preschool teachers;There are too many resistances for preschool teachers to upgrade their scientific literacy.According to the research results and the actual situation of kindergarten teachers in Shanghai,this study puts forward some suggestions:First,to improve the level of scientific literacy of preschool teachers in private kindergartens;Second,to raise the level of scientific literacy among preschool teachers in rural areas;Third,to establish scientific and reasonable preschool Education curriculum training system,adjustment training model;Fourth,reform the current title appraisal system,the establishment of development of teacher appraisal system;Fifth,enrich preschool teachers to improve their own scientific literacy;Sixth,strengthen the preschool teacher science education after-service training;Seventh,Early childhood teachers should establish the concept of lifelong learning and actively improve their own scientific literacy level.