Investigation On The Current Situation Of Scientific Literacy Of Rural Primary School Science Teachers In Jilin Province

Scientific literacy enhancement is to enhance the basis of a nation’s comprehensivestrength, and the main measure a national quality mark, in the era of knowledgeeconomy, as long as have a large number of scientific and technological innovationtalents, can foothold among the peoples of the world, throughout the world, to a largenumber of innovative talents of science and technology, people of this country musthave high scientific literacy, scientific literacy to improve science education, especiallyprimary school science education, improve the quality of primary school scienceeducation, the key lies in the primary school science education practitioners-primaryschool science teachers.While carrying out the scientific literacy of a direct impact on the implementationof science and education level. America in many years ago from the basic education, thefull implementation of the popular science education. Primary school to junior highschool Deng xiaoping, chief designer of China’s reform and opening up, also putforward, education to grab from baby. And dolls of science education is the importantcornerstone of the science and education in our country. In rural areas is the emphasisand difficulty in improving scientific literacy in our country, only improve the scientificliteracy in rural areas, eliminating unbalanced factors, in order to improving the citizen’sscientific literacy in our country.Based on the investigation and analysis, this research is aimed to find the weak ofscientific knowledge, scientific attitude, scientific language, scientific nature andscientific methods of scientific teachers in rural areas and put forward correspondingimprovement countermeasures in pre-service and in-service training.For example, the supervision of the government should be intensified and thecorresponding lack of scientific knowledge should be learned in their own quality. Schools and other relevant departments should give broad policies to rural primaryschool science teachers according to the conditions of rural areas, thus improving thescience teachers through the targeted training. This may enhance the science literacy ofrural primary school teachers.