Research On Kindergarten Teachers’ Scientific Inquiry Teaching Concept

《3-6 Year-old Child Learning And Development Guide》 describes children’s learning and development in five domains: health,language,society,science,and art.The goals of learning and development in science include: scientific inquiry and mathematical cognition.Among scientific inquiry,three sub-goals are set: 1.To be close to nature,to like exploring;2.To have preliminary inquiry ability;3.To recognize surrounding things and phenomena in inquiry.The three sub-goals of scientific inquiry in 《Guide》 mainly emphasize "inquiry."To a certain extent,the teacher’s education concept affects the teacher’s behavior.The scientific inquiry teaching concept is a kind of teacher education concept.The teacher’s scientific inquiry teaching concept is the teacher’s implicit specific concept.Empirical research such as questionnaire survey and interview method reveal the concept of teachers.By referring to relevant literature,we found that the empirical research about teachers’ scientific inquiry teaching concept in China is still in the initial stage.This study has extensively collected empirical evidence on teachers’ scientific inquiry teaching concept through questionnaire survey and interview method,revealing the current situation of preschool teachers’ scientific inquiry teaching concept.The study mainly investigates kindergarten teachers from Nanshan district in Shenzhen,including 406 preschool teachers investigated by paper questionnaire from 17 kindergartens.The questionnaire analyzes the concept of scientific inquiry teaching of preschool teachers through three dimensions: "what scientific inquiry teaching is","why we should carry out scientific inquiry teaching style",and "how science inquiry teaching should be implemented?" According to questionnaire survey results,I will interview three teachers in the form of semistructure,conbining with the People-oriented education concept,Epistemic theory,and Social learning theory,to further understand the teachers’ scientific inquiry teaching concept.The study found:1.There are differences in the scores among of the three dimensions of the kindergarten teachers’ scientific inquiry teaching concept.The average score of the three dimensions in sequence is: "What is scientific inquiry teaching","Why should we implement scientific inquiry teaching," and "How to implement scientific inquiry teaching?" Among them,the “how to implement scientific inquiry teaching” dimension score is significantly lower than the first two dimensions.Through the interviews to find the reasons,the author concludes that there are four reasons: lack of external hardware facilities and indirect experience and successful teaching cases,plus teacher’s education concept is not synchronized with scientific inquiry teaching behavior.2.Public kindergarten teachers have higher scores for some projects.The main reasons are: highly educated;less preschool education teachers;more “old teachers”.3.Most of the remodel type kindergarten teachers scored low.The lack of hardware facilities in kindergartens and the neglect of science education have led teachers to lack the practice of science education.Suggestions include: related departments should carry out targeted teacher training to improve teachers’ scientific literacy;should help kindergarten teachers to establish a lifelong learning attitude;play the exemplary role and leading role of public kindergartens;increase the intensity of the management and transformation of remodel type kindergartens.