| The current world is one high-tech, high-speed and highly-informed world of which science and technology develops rapidly at a speed of more than any time. The competition between nations has not only been limited in certain areas, but the overall quality competition. However, according to the survey results of the Eighth Chinese Citizen’s Scientific Literacy in2010, it showed that our citizen’s scientific literacy is equivalent to the level of Japan, Canada and European Union and other major developed countries and regions in the late1980s and early1990s. The low level of citizen’s scientific literacy restricted the development of our society and economy to some extent. Improving the scientific literacy of young people is one significant measure to improve our citizen’s scientific literacy, so does have long-term significance to the individual student and society.The purpose of this study is to investigate whether information technology course is conducive to improve students’ scientific literacy, which attempts to seek teaching methods to enhance middle school students’ scientific literacy based on information technology course in order to provide theoretical basis for information technology curriculum reform.This study mainly adopts the following research methods:literature research, survey research and experimental research. Through literature research, it mainly aims to understand the research status of the training to scientific literacy at home and abroad and the research level to train students’ scientific literacy based on the information technology curriculum. Through survey research, it aims to compare the two groups of basic levels of students’ scientific literacy before and after the teaching intervention to analyze and summarize the lessons. It makes experimental design of pretest and posttest to the non-randomized control group, so as to explore whether the information technology course is valid to improve students’ scientific literacy.This paper adopts the data from Class1and Class6Grade1in Guilin No.17 Middle School, among which Class1is treated as experimental class (45students), and the other is control class (38students). After teaching process, it is found through independent sample T-test that information technology course can significantly improve the students’scientific knowledge, but there is no significant advantage in promoting the relationship between students’scientific emotions and values and society compared with traditional information technology teaching.According to research findings, this paper puts forward proposals to how to improve students’ scientific literacy through information technology course as follows. The teacher wants to take the teaching material excavation, in the teaching material is containing the massive information technology knowledge and the information, also has contained other many scientific knowledge, involves to social life each domain, these content narrative, the scientific nature very are all strong, transfers student’s interest fully.A good question can stimulate the student thought the spark, simultaneously also can let the student thorough ponder.The teacher wants to learn to let the students in view of the concrete question or the phenomenon, with own language discovered and the expression, lets the students exchange mutually in the group, causes the students to dare to express own view.The information technology teacher wants to be good at with the teaching material and network these two important carriers, careful carries on the teaching design, the organization rich interesting inquisition moves guides to the student, thus realizes in the information technology classroom raises the student scientific accomplishment the goal. |
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