Investigation On The Current Situation Of STEAM Literacy Of Urban Preschool Teachers And Research On The Improvement Path

In the context of global economic integration,STEAM education as a new type of education in line with the global development trend has set off a boom in the world,more and more countries have begun to introduce STEAM education into China and localize it,and China also holds an affirmative and supportive attitude towards STEAM education.In the past few years,STEAM education has been continuously affecting early childhood education,so preschool education has gradually emerged STEAM-related research and practice.Preschool teachers stand on the front line of kindergarten education and teaching,and their STEAM literacy level directly affects the quality of STEAM education in kindergartens.Therefore,this study focuses on the STEAM literacy of contemporary preschool teachers,and investigates the problems and specific conditions of STEAM literacy of preschool teachers by constructing a STEAM literacy model for preschool teachers,and designs questionnaires and structured interview tools according to the model,so as to analyze the causes of the problems and propose the corresponding STEAM literacy improvement path.Firstly,based on the research on STEAM literacy of teachers and the ability standards of STEM education teachers in China,the STEAM education literacy model of preschool teachers was constructed by expert survey method.The model consists of five first-level dimensions of STEAM educational understanding and cognition,STEAM subject foundation,STEAM educational resource integration and development,STEAM teaching implementation and evaluation,and STEAM education professional development,as well as 11 second-level dimensions and 31 main contents of educational value cognition,educational cognition,scientific literacy,mathematical literacy,engineering practice,technology application,art literacy,resource integration,curriculum development,environmental creation,and teaching implementation.Secondly,the questionnaire method and interview method were used to design the STEAM literacy questionnaire of preschool teachers and the STEAM literacy interview outline of preschool teachers according to the model,and the survey was carried out to analyze the current situation of STEAM literacy of urban preschool teachers.Through the collation and analysis of the collected data,it is found that preschool teachers have certain deviations in their cognition and understanding of STEAM,poor mastery of subjects,weak integration of STEAM educational resources and curriculum design,and insufficient reflection on STEAM education.Thirdly,combined with the analysis of data,it is concluded that there are many problems in the development of STEAM education in kindergartens,and it also indirectly or directly affects the STEAM literacy of preschool teachers.In total,there are three aspects: insufficient support for kindergartens,teachers’ own willingness,and limitations in the era of STEAM education.Finally,it is proposed that the improvement of STEAM literacy of preschool teachers must play a leading role in kindergartens,and teachers need to strengthen self-improvement and accelerate the construction of STEAM education.