Research On High School Chemistry Teachers' Dealing With Contents Of Scientific Literacy In Textbooks

In 2001,the curriculum reform of basic education clearly puts forward comprehensive developing and cultivating students' scientific literacy.In September 2017,the new round of curriculum reform further puts forward the cultivation of students' discipline core accomplishment.The textbooks are the content carrier of the curriculum reform,and the PEP chemistry textbooks in operation are important tool and resource for cultivating students' scientific literacy,but the value of textbooks depend largely on the use of teachers.So,how do the teachers deal with contents of science literacy in textbooks in 16 years of advocating the cultivation of students' scientific literacy?What are the influencing factors?This study adopts the triangulation method of questionnaire,interview and classroom observation.First of all,through combing and analyzing the literature,the contents of scientific literacy in textbooks are divided into four dimensions:chemical knowledge and skills,processes and methods,emotional attitudes and values,science and technology and social relations;Then,the author has revised "the questionnaire of high school chemistry teachers' dealing with the contents of scientific literacy in textbooks" edited by the research group,and at the same time,the author has prepared interview outline and classroom observation according to the research topic.Then all high school chemistry teachers in the suburb county of Chengdu were conducted a questionnaire survey,in addition,20 percent of them were conducted semi-structured interviews and classroom observations to ensure the validity of the study.Finally,three aspects of data which illustrates that the present situation of teachers' treatment of scientific literacy contents in textbooks are integrated and the influencing factors are discussed.The article consists of five chapters:The first chapter introduces the research background,research purpose and significance;The second chapter defines the relevant concepts and summarizes the research status at home and abroad;The third chapter introduces the research design;The fourth chapter analyzes the data of questionnaires,interviews and classroom observations,and discusses that how the teachers deal with contents of science literacy in textbooks and factors that influence the processing of that;The fifth chapter draws the conclusion and provides suggestions.The main conclusions of this study include:Teachers pay most attention to the processing of dimension one content,and then is dimension two,they do not attach too much i nportance to the processing of di mens ion three and dimension four;In terms of dimension three,teachers pay attention to the explanation of "contents of chem istry learning interest" and the chemical knowledge points involved in this dimension,In regards to dimension four,teachers pay attention to the explanation of "the content of science and technology impact on environment" and the chemistry test points involved in this dimension(the specific treatment of one dimension and two dimension can be seen in the conclusion of the paper);The questionnaire survey found that there is no significant influence on the level of teachers' scientific literacy,including teachers'gender,school type,teaching age,professional titles and academic degrees.However,teachers' understanding of curriculum standards,understanding of scientific literacy,teachers' participation in the use of textbooks and training have significant effects.And the understanding level of teachers' curriculum standard can be used to predict dimension one,dimension two,and dimension three processing level and total score,additionally,the level of teachers' scientific literacy can be used to predict dimension three,and dimension four processing level and total score;Interviews and classroom observations found that these factors,such as teachers' teaching concept,teachers'knowledge and attitudes,student level and the specific circumstances,teaching resources configuration,and exam outline also influence teachers' treatment of scientific literacy contents.Therefore,relevant departments should strengthen teachers'understanding of scientific literacy and discipline core accomplishment,strengthen teachers' training,and optimize the allocation of school teaching resources.