STEAM理念下幼儿教师科学素养现状分析——以湖南省为例

Research on Scientific Literacy of Kindergarten Teachers in Hunan under the STEAM Concept

倡导通过问题解决来驱动跨学科学习的STEAM已逐渐延伸至学前教育阶段。为促进STEAM教育在幼儿园的开展,研究随机调查湖南289名幼儿教师在STEAM理念框架下的科学素养,发现幼儿教师对STEAM理念的了解和掌握程度有限,跨学科理解与实践、课程开发与整合能力较弱,不同性别、不同学历及教育经历的教师差异较大。提升幼儿教师STEAM科学素养,需要重视幼儿教师STEAM教育能力的培养,实施分层培训,教师个人应坚持终身学习并重视科学经验的积累。

STEAM,which advocates problem-solving to drive interdisciplinary learning,has gradually extended to the preschool education.In order to promote the STEAM education in kindergartens,this paper randomly investigated the scientific literacy of 289 preschool teachers in Hunan from the perspective of STEAM.It was found that preschool teachers show limited understanding and mastery of STEAM concept,weak ability of interdisciplinary understanding and practice,curriculum development and integration,and great differences among teachers of different genders,academic qualifications and educational experiences.To improve preschool teachers'scientific literacy,we need to emphasize the cultivation of their STEAM education ability,implement level-based training.The teachers should maintain life-long learning and attach importance to the accumulation of scientific experience.