Investigation And Evaluation On Scientific Literacy Of Elementary School Teachers Of Science In Zhangzhou City

With scientific, technological and economic development, the elementary education reform in China sees further progress. The knowledge-teaching-oriented course on nature will be gradually replaced by the course of science, which attaches more importance to the students' scientific literacy. However, a variety of reasons hamper the advance of the science curriculum reform. Through questionnaires, the author investigates the situation of scientific literacy of the teachers of science in Zhangzhou's elementary schools, on the base the author analyze and evaluate the situation, aiming at an effective way to upgrade the elementary scientific curriculum reform.The survey demonstrates that the scientific literacy of the teachers of science in Zhangzhou's elementary schools is far from satisfactory. The major reasons are: Firstly, their overall level is low and unbalanced. Especially, their education and scientific research capability is barely satisfactory. Secondly, the scientific literacy differs obviously from place to place. Thirdly, the scientific research methods taken by the teachers before starting their work as teachers are not up to the requirement.To change the present situation and enhance the scientific literacy of the teachers, the following approaches should be followed. 1.traditional viewpoints should be changed and scientific knowledge education be placed in the right position. 2. the teachers' theoretical knowledge and scientific literacy should be improved through intensive training, on-line education and instruction-based self-study. 3. the relevant education administrations and the schools concerned should adopt favorable policies to promote the scientific research capability of the teachers.4.reforms should be carried out on the curriculum in the schools of teachers, with the comprehensive course on science and practice-based courses involving science, technology and society included.