Investigation And Research On The Present Situation Of Pre-service Preschool Teachers’Educational Scientific Research Literacy

In January 2018,the State Council of the Central Committee of the Communist Party of China issued the Opinions on the Comprehensive Deepening of the Reform of Teachers’ Construction in the New Era,emphasizing the transformation and remodeling of teachers’ core literacy in the new era.Educational scientific research literacy is an important component of teachers’ core literacy.Therefore,it is particularly important to enhance the educational scientific research literacy of preschool teachers.At present,preschool teachers have made some progress in education and teaching.If we want to improve preschool teachers’ professional quality and promote the long-term sustainable development of kindergartens,we can not do without educational science research.With the accomplishment of educational scientific research,preschool teachers can discover educational problems in teaching practice,explore educational phenomena,summarize educational laws,and promote the renewal of preschool education.As an important force of preschool teachers,preschool teachers shoulder the responsibility of vigorous development of kindergarten education.Based on the theory of teacher professional development and development stage,this paper takes 300 pre-service kindergarten teachers and three kindergarten principals of different types of kindergartens in Chongqing public universities as the research objects.It mainly uses questionnaire survey method to investigate the awareness,knowledge,ability and academic morality of educational scientific research,and to explore the current situation of educational scientific research literacy.Interview method and text analysis method are used to deeply understand the pre-service preschool teachers’ educational scientific research literacy,analyze the pre-service preschool teachers’ professional training programs in different types of colleges and universities,and explore the development level of pre-service preschool teachers’ educational scientific research literacy under different training modes.According to the survey results,the pre-service preschool teachers’ educational scientific research literacy is generally higher than the theoretical median,showing a medium-to-high level;the pre-service preschool teachers have significant differences in the types of schools in which they are located;the pre-service preschool teachers in the institutions affiliated to the Ministry of Education are higher than those in other institutions in educational scientific research awareness,ability and academic ethics;and the pre-service preschool teachers’ education in Chongqing municipal institutions is higher than that in other Scientific research knowledge is higher than other institutions.Through the investigation,we found the following problems:pre-service kindergarten teachers’ initiative to pursue and explore educational scientific research is not high;there are fewer ways to understand the knowledge of educational scientific research;the practical ability of educational scientific research needs to be improved;and there are some deviations in the understanding of writing scientific research papers.Then the reasons are analyzed in three aspects: first,different school curriculum training modes in different types of institutes,single way of curriculum evaluation and low quality of internship practice;second,teachers’ teaching level needs to be improved urgently and lack of communication with pre-service kindergarten teachers;third,pre-service kindergarten teachers’ low awareness of self-improvement and less understanding of academic frontiers.Therefore,this study proposes to increase the correlation in the training of colleges and universities.Suggestions are put forward on curriculum,diversification of curriculum evaluation,offering probation opportunities for educational scientific research,and strengthening kindergarten-school contacts;suggestions on improving teachers’ educational and teaching level and strengthening interaction and communication are put forward on the part of instructors;suggestions on stimulating self-improvement awareness and paying attention to academic frontier dynamics are put forward on the part of pre-service kindergarten teachers themselves,in order to promote pre-service kindergartens.The whole level of pediatric teachers’ educational scientific research should be prepared.