Research Of The Scientific Literacy Of Secondary School Science Teachers

Shanxi Province high school education curriculum reform in 2008opened the curtain, one of the new curriculum philosophy is toimprove the scientific literacy of all students, in order to train highschool students through the science curriculum of scientific literacy,secondary school science teachers play a vital role. Therefore, thescientific literacy of secondary school science teachers and improvethe way, is the Shanxi curriculum reform issues of concern, the maincontent of this paper. In this paper, the questionnaire and interviewresearch on the scientific literacy of teachers to elaborate on severaldimensions of scientific literacy, teachers’ scientific literacyconcepts from the research status of scientific literacy, teachers,scientific literacy and the kinds of literature, research and referenceto peers, to summarize the basic content of the teachers’ scientificliteracy and scientific literacy of secondary school science teachers.On this subject on the basis of learning from previous studies,combined with the curriculum reform of Shanxi Province, and thecharacteristics of teacher, select the science curriculum of morethan 200 Yaodu District Secondary School is located in the forefrontof science teachers conducted a questionnaire survey, data from the following aspectswere analyzed:The overall level of scientific literacy of a sample of teachers,mainly from the following four dimensions: (1) the basic conditions ofteachers in scientific knowledge; (2) teachers in the basic situation ofthe scientific method; (3) teachers in the scientific nature ofaspectsof the basic conditions; (4) teachers in the basic situation of thescientific attitude. Difference analysis of the level of scientificliteracy status after two teachers were divided into different groups,mainly from the following aspects: comparative analysis of differentgender. (1) equipping teachers with the basic conditions of scientificknowledge. (2) teachers in the proper application of scientificmethods of basic conditions.(3) teachers’ understanding of the natureof science aspects of the basic situation.(4)the basic conditions ofteachers in the scientific attitude.Difference analysis of the level ofscientific literacy status after two teachers were divided intodifferent groups, mainly from the following aspects:(1) teachers ofdifferent gender scientific literacy level of comparative analysis;(2)teachers of different age level of scientific literacy in the comparativeanalysis;(3) teachers of different educational background level ofscientific literacy in the comparative analysis;(4) different titles ofteachers’ level of scientific literacy in the comparative analysis;(5)junior and senior secondary teachers in the comparative analysis ofthe level of scientific literacy;(6)teaching experience teachers ofscientific literacy level of comparative analysis;(7)teachers’ level ofscientific literacy in different disciplines.The research results: The overall level of teachers is not bad, themean score in scientific knowledge, the teachers score the degree of dispersion is relatively small; the scoring rate somewhat less thanscientific knowledge in the scientific method, score the degree ofdispersion; in sciencethe nature of teacher’s score is less than ideal,and score the degree of dispersion in the first three, the teachers’individual differences in the nature of science. 2 shows that for thecomparative analysis of different groups of teachers’ level ofscientific literacy: teacher qualifications, the teaching grades,discipline, gender differences are more obvious, teachers in the title,seniority, age differences, but the difference is not obvious. Theoverall performance: a scientific knowledge of structural system isimperfect, the use of modern scientific and technological strength toobtain the knowledge and ability is relatively weak. The application ofthe scientific method needs to be improved, the process of scientificinquiry did not form a certain pattern. 3 to understand the nature ofscience is not thorough, and ignore the history of science in the newcurriculum. Four teachers of their own scientific attitude of neglect,lack of questioning and inquiring mind.The ability of the application of scientific methods: activelearning educational philosophy, to understand the connotation ofscience and nature; in-depth experience of the essence of educationreform, changes in scientific attitude. Government and educationauthorities to escort three schools for the improvement of teachers’scientific literacy to establish a new educational philosophy, theformation of the new teaching model, supporting the development ofincentives; teacher training and continuing education to theeffectiveness and timeliness of hand in hand.