The Questionnaire Design And Investigation Of High School Chemistry Teachers' Dealing With Scientific Literacy In Textbooks

Textbooks are an important part of classroom teaching,teachers deal with textbooks for scientific literacy can affect student learning.the new curriculum has been reformed for 17 years.to understand the use of high school chemistry textbooks published by the People's Education Publishing House after the curriculum reform and the teachers in the textbook of scientific literacy awareness,is one of the important subjects of educational research.This study used literature analysis,questionnaire survey,data analysis and other methods,based on the "chemistry curriculum standards" and domestic and foreign related research as the theoretical basis.First of all,to establish a textbook in the scientific dimension of the target dimension.On the basis of the research on the use of textbooks by teachers at home and abroad.The establishment of the former two is the premise of the questionnaire.The questionnaire was used to examine the reliability and validity of the questionnaire after expert review and test.Finally,the questionnaire was determined.Questionnaires were conducted in a randomized way to investigate chemical teachers in 200 high schools in Chengdu.The main problems of the study include high school chemistry teachers to deal with the contents of scientific literacy in textbooks;high school chemistry teachers for the scientific knowledge of the textbook;different backgrounds of high school chemistry teachers to deal with the differences in the content of textbooks.The framework of the paper consists of six chapters:The first chapter introduces the background and purpose of the study,the main research methods,and puts forward the specific ideas of the paper.The second chapter defines the textbook,scientific literacy and teachers' concept of textbook,and summarizes the current situation of related research at home and abroad.The third chapter in the textbook scientific literacy content target dimension establishment;teachers use the textbook evaluation system establishment.The fourth chapter elaborates the preparation of the questionnaire and the coding of the questionnaire data.The statistics of the statistical questionnaire.The fifth chapter statistical questionnaire survey data,The use of statistical software from three aspects of data analysis,including the chemical teachers to deal with the content of scientific literacy in textbooks,high school chemistry teachers for the textbook in the understanding of scientific literacy,different backgrounds of high school chemistry teachers to deal with the differences in textbook content.The sixth chapter is conclusion and suggestion,The main conclusions of this study are as follows: high school chemistry teachers' scientific literacy level textbook content processing scores mean above 3 points,in addition to differences in dimension 3 and 4 treatments was not significant,teachers in different dimensions to choose between very large differences in the level of processing textbook.2.different gender,seniority,job title and qualifications for teachers to use textbooks level had no significant influence on the scientific literacy level of understanding teachers textbooks of different have different understanding,scientific literacy content of teachers compared with other teachers,treatment of dimension 1 and 2 of the content at higher level,and in the 3 dimension processing level and the 4 dimensions of the content had no significant difference.Based on the situation and put forward corresponding suggestions: enhance the scientific literacy of teachers,to establish a long-term and effective evaluation of teachers' scientific literacy standards,Strengthen the teacher processing textbook use related training,improve teachers' level of manipulating the contents of textbooks for dimension.