Investigation And The Promotion Strategies On The Current Situation Of Preschool Teachers’ Scientific Literacy

As an important content of kindergarten education,science not only enables children to acquire the initial awareness of scientific inquiry,master basic scientific inquiry methods,and experience the process of scientific inquiry,but also lays the foundation for in-depth learning in other fields and the long-term development of children.As the key implementer of early childhood science education,teachers should realize that their own scientific literacy level affects the quality of early childhood scientific inquiry and kindergarten science education,and striving to improve their own scientific literacy level has become an inevitable requirement for the professional growth of early childhood teachers.This study refers to the existing questionnaires and combines the goals and requirements of early childhood science education,and considers the professional characteristics of teachers to prepare questionnaires.The questionnaire survey and interview methods are used to investigate the current scientific literacy level of 227 in-service preschool teachers in S area,summarize the current characteristics of the preschool teachers’ scientific literacy in this area,find out the existing problems and analyze the reasons,so as to put forward effective strategies to improve this problem.The survey found the characteristics of the scientific literacy of kindergarten teachers in S area: First,the overall level of scientific literacy of kindergarten teachers is average.Among them,the dimensions of scientific knowledge and scientific process and methods are the worst,followed by the poorer dimensions of scientific ability and scientific inquiry.Finally,the dimension of scientific attitude is better and the highest score;Second,whether it is a preschool education major,different subject backgrounds have nothing to do with the level of scientific literacy of preschool teachers;Third,the level of scientific literacy first rises and then declines with age,the level of scientific literacy of 41-50 year-old preschool teachers is the highest,and those over 50 years old has declined;Fourth,kindergarten teachers with different teaching age,educational background,nature and level of kindergarten are in direct proportion to the level of scientific literacy;Fifth,the higher the professional title,the lower the scientific literacy level,and the second-level professional title teacher has the highest scientific literacy level.The problems of the scientific literacy of kindergarten teachers include: First,kindergarten teachers do not fully understand the concept of scientific literacy;Second,kindergarten teachers’ scientific knowledge reserves are relatively weak;Third,kindergarten teachers’ lack of understanding and application of scientific processes and methods;Fourth,kindergarten teacher have a low ability to guide children’s scientific inquiry and scientific teaching activity design;Fifth,the level of scientific literacy development of teachers in kindergartens of different professional titles,nature and levels is extremely unbalanced.Based on the above problems,the following effective strategies are proposed:First,expand the content and ways of continuing education for kindergarten teachers;Second,improve the scientific inquiry ability of kindergarten teachers;Third,improve the design ability of kindergarten teachers’ scientific teaching activities;Fourth,improve the entry threshold and training guarantee of kindergarten teachers;Fifth,enhance the design and research and development of kindergarten science curriculum;Sixth,establish a scientific and reasonable preschool teacher evaluation system;Seventh,reform and improve the existing pre-service training program for preschool teachers;Eighth,improve the scientific literacy level of kindergarten teachers in private and ordinary kindergartens;Ninth,kindergarten teachers should establish a lifelong learning awareness.