A Comparative Study Of The Scientific Literacy Of Junior High School Students Under The Influence Of Comprehensive And Sub-disciplinary Science Courses

There are two kinds of junior high school science curricula in China: integrated science curriculum and branched science curriculum. The science curricula in Zhejiang Province and Jiangsu Province are typical examples of the implementation of integrated science courses and branched science courses. Whether in integrated science curriculum or physical curriculum, the cultivation of students' scientific literacy is a prior goal. This paper focuses on the impact of integrated science curriculum and branched science curriculum on the cultivation of junior high school students' scientific literacy.In this paper, qualitative and quantitative measurements are used as two main research tools. Taking the physical courses in the subject science curriculum and the physical part of the integrated science curriculum as an example, this paper analyzes and compares the standard, teaching materials and the amount of lesson periods of the integrated science curriculum with those of the subject science curriculum. The author takes two classes as research objects: a class in Hangzhou City, the provincial capital of Zhejiang Province, and a class in Nanjing City, the provincial capital of Jiangsu Province.After the preparation, organization and collection of a questionnaire followed by mathematical statistics analysis, the author analyzes the students' differences in different scientific literacy, dimensions and he gets the following conclusions.1. The standards of the integrated science curriculum and physical curriculum are highly consistent in many aspects such as curriculum objectives, course content and implementation suggestions, but the integrated science curriculum standards are more embodied in the concept of "integrated" curriculum.2. The organization of textbooks in the integrated science curriculum is mainly theme-based, which is still at a low level of integration. And its differences from the physical teaching material in the subject curriculum is not obvious.3. The amount of periods of subject science courses in the implementation is slightly more than that of the integrated science courses.4. In the dimension of scientific knowledge, students in the group of the integrated science courses perform slightly better at the multiple-choice part,but the difference is not obvious; however, students in the group of the integrated science courses perform obviously better at Q & A part than students in the group of the subject science courses.5. In the dimension of scientific concept, students in the two groups show no significant differences in either their concept of the nature of science or in the STS part.6. In the dimension of scientific awareness and method,the group in the integrated science courses is significantly better than the group of the subject science courses at scientific awareness; but there is no obvious differences between the two groups at the scientific-method part.