Investigation On The Current Situation Of Preschool Teachers’ Awareness Of Educational Science Research In District J

With the development of the times,people begin to pay more and more attention to preschool education,the society has higher and higher requirements for the professional quality of preschool teachers,and the team of preschool teachers needs to be more and more scientific.The concept of "teacher is researcher" requires preschool teachers to change the traditional role of "knowledge imparter",raise the educational problems in practice to the level of theory,and use theory to guide daily educational practice.Consciousness guides practice.Only when preschool teachers have the consciousness of educational scientific research can they carry out relevant educational scientific research practice.So whether the current preschool teachers’ awareness of educational science research has been improved? Can preschool teachers’ educational scientific research meet the current social requirements for preschool education? The purpose of this paper is to understand the educational science research consciousness of preschool teachers through investigation,and put forward corresponding strategies to improve the educational science research consciousness of preschool teachers,so as to improve the professional ability of preschool teachers,improve the quality of kindergarten care and education,and promote the healthy growth and long-term development of children.Based on the practice of preschool education,this paper takes the theory of teachers’ professional development stage,the theory of mutual generation between consciousness and practice and the theory of constructivism as the theoretical basis.On the basis of reading relevant literature,this paper divides preschool teachers’ educational scientific research consciousness into seven dimensions: scientific research concept,scientific research motivation,goal consciousness,problem consciousness,cooperation consciousness,reflection consciousness and moral consciousness.According to the seven dimensions of educational science research consciousness,a questionnaire was designed.With the support of teaching and research staff in District J,the questionnaire was distributed and recovered in the six teaching and research areas in District J.At the same time,according to the "five stage theory",we choose five different stages of preschool teachers: novice teachers,skilled novice teachers,competent teachers,professional capable teachers and expert teachers.Using statistical software SPSS 23 0 through data analysis and interviews,it is found that preschool teachers’ awareness of educational science research has the following deficiencies: there is a gap between preschool teachers’ educational scientific research concept and educational scientific research action,the lack of interest factors in educational scientific research motivation,it is difficult to transform reflective consciousness into reflective behavior,strong moral consciousness but weak critical ability.The author continued to conduct in-depth interviews and learned that the main reasons for these problems are: Preschool Teachers’ lack of theoretical knowledge and attitude towards educational research,low level of educational research and lack of expert guidance,insufficient time for educational research,low participation in educational research,imperfect school educational research system and lack of Educational Research funds.The development of preschool teachers’ awareness of educational scientific research is not achieved overnight.Its development is inseparable from teachers,the surrounding environment and their own lasting efforts.Favorable policies,convenient research conditions,and the strong educational and scientific research environment and atmosphere for everyone have a profound impact on Teachers’ educational and scientific research behavior.According to the above problems and analysis,it is suggested to improve preschool teachers’ awareness of educational scientific research from three levels: society,school and teachers.At the social level,we should make good policy guarantee,help preschool teachers solve their worries,carry out targeted training on educational scientific research for preschool teachers,reasonably increase educational and scientific research funds,and change the methods of professional title evaluation.At the school level,implement relevant education and scientific research systems,strengthen incentives and guidance,improve the school education and scientific research system,and create a strong atmosphere of education and scientific research.At the individual level,preschool teachers should correct their attitude towards education and scientific research and dare to practice and innovate.