Actuality Study Of Kindergarten Teachers’ Learning Literacy

The Professional Standards for Kindergarten Teachers(Trial),issued by the Ministry of Education in 2012,takes lifelong learning as one of the basic concepts of kindergarten teachers’ development.The establishment and practice of the lifelong learning concept of kindergarten teachers are related to the learning literacy level of kindergarten teachers.At the same time,kindergarten teachers’ behavior and performance in the learning process as well as various problems are closely related to their learning literacy.Kindergarten teachers’ learning literacy has a direct impact on their own learning quality,and the improvement of their learning literacy level is the practical need for kindergarten teachers’ professional development and an important guarantee for their professional sustainable development.This study adopts the literature method and Delphi method to establish the dimension system of kindergarten teachers’ learning literacy evaluation.The evaluation dimension system of kindergarten teachers’ learning literacy mainly consists of five parts: self-learning cognition and planning,learning motivation and attitude,learning knowledge and ability,learning method and relationship maintenance,learning process management and evaluation reflection.Questionnaire and interview are used to study the status quo and influencing factors of kindergarten teachers’ learning literacy.The study finds that the overall level of kindergarten teachers’ learning literacy is above average.In the five dimensions,the score of learning motivation and attitude is the highest,self-learning cognition and planning,learning methods and learning relationship maintenance,learning process management and evaluation and reflection of the three dimensions of the average score is relatively balanced,the lowest score is learning knowledge and learning ability.At the same time,there are significant differences in the learning literacy of kindergarten teachers of different teaching ages.In addition,the higher the age,the higher the educational background and the higher the professional title of kindergarten teachers,the higher the overall level of learning literacy,the public kindergarten teachers’ learning literacy is significantly higher than the private kindergarten teachers,urban kindergarten teachers’ learning quality is significantly higher than rural(township)kindergarten teachers.The research shows that there are mainly problems in kindergarten teachers’ learning literacy :(1)the overall level of kindergarten teachers’ learning literacy needs to be further improved;(2)lack of long-term and clear career planning and learning planning;(3)internal learning motivation and learning initiative need to be improved;(4)the overall level of learning knowledge and ability is low;(5)various learning methods and channels are not fully and effectively used;(6)they are not good at managing the learning process.The emergence of these problems is closely related to the subjective factors of kindergarten teachers and the objective factors of kindergarten and society.Based on the above research,the improvement strategies are put forward:(1)bringing learning literacy into the kindergarten teachers’ training and assessment system;(2)creating an in-kindergarten and out-of-kindergarten learning atmosphere conducive to the improvement of kindergarten teachers’ learning literacy;(3)increasing the input and support of kindergarten education;(4)Strengthen the selfimprovement awareness of kindergarten teachers.