Investigation And Study Of Chongqing City Primary School Students Scientific Literacy Status

Competition in comprehensive national strength today is competitive in scienceand technology, basic education is to train students in scientific literacy importantperiod. Their level of scientific literacy students determine the future development ofthe country. This study attempts to pupils from the status quo of scientific literacysurveys, interviews with teachers study, analyze the situation Chongqing City primaryscientific literacy, scientific literacy put forward proposals to improve pupils. Throughinterviews with primary school science teachers, science education in primary schoolsto explore the problems and analyze its causes.The research scholars at home and abroad on the basis of scientific literacy,scientific literacy will be divided into three dimensions: first, the students’ scientificinquiry skills. Second: the students’ scientific attitudes. Third, the students grasp ofscientific knowledge. Accordingly, the theory of constructivism, cooperative learningtheory, science curriculum standards and American Chinese science curriculumstandards as the theoretical basis of this article. In scientific inquiry, scientific attitude,the three dimensions of scientific knowledge Chongqing City Elementary School sixthgrade four students in the survey; And select from the five science teachers from thevalue of the science curriculum, teaching methods, materials science satisfaction,students’ interest in science classes, teachers, and the development and use of sciencecurriculum resources, barriers, and implementation of science teaching science classesimprove the quality of teachers in these areas to conduct interviews. Chongqing Citystudents lack scientific literacy reasons: first, the science curriculum has not beengiven sufficient attention. Second, the science curriculum resource utilization is notsufficient, in the form of a single science teaching. Third, the low scientific literacyteachers, fewer teachers to improve science literacy channels. Fourth, the lack of effective curriculum evaluation.In order to improve scientific literacy students, this paper presents recommendationsfrom the following five areas: First, society, schools and families should focus oncultivating students’ scientific literacy. Second, to strengthen the quality of teachingmonitoring to improve students’ learning abilities. Third, the diversity of curriculumevaluation, to stimulate students’ interest in learning. Fourth, the rational use of sciencecurriculum resources, to diversify the science channel. Fifth, strengthen theconstruction of teachers, improve teachers’ self-cultivation.