An Investigation And Strategies Of The High School Student’ Chemical Knowledge Literacy

Chemical literacy is an important part of scientific literacy. Most researchers have put forward the connotation of chemical literacy, but it’s seldom seen to analysis the connotation of chemical literacy from the value of the chemical education’s function. Chemical knowledge literacy is proposed from the value of the chemical education’s function, and it further the richness of the connotation of chemical literacy. At present, the study of the specific definition of chemical knowledge literacy has not a unified understanding. Status survey of the students’chemistry knowledge literacy is also lack. The author understand the connotation of chemical knowledge literacy by reading the literature, and put forward five indexes to evaluate students’chemistry knowledge literacy.According to the indexes,the author compiled a questionnaire of high school students’ chemistry knowledge literacy. The students of two high school in Fuzhou were investigated. After collecting a large number of data and analyzing the data, the author found that chemistry knowledge literacy of the high school students has certain relations in school type and grade. The area of knowledge and view of knowledge of students are not enough rich. They easily ignore the quantitative study of cognitive object and the dynamic interaction of material. There is a deviation to understand of core concept. A few students have the logical, sequential idea of the cognition when they solve practical problems.To analyse the reasons which affect the development of students’chemistry knowledge literacy, the author put forward the strategies of the cultivation of high school students’chemistry knowledge literacy from four aspects,such as the textbooks, teaching design, the deviation of understanding and evaluation methods.