The Structure And Content Analysis Of Scientific Literacy In Middle School Chemistry Textbook Based On PISA 2015 Draft Science Framework

Science and technology play important roles in national economic development.In basic science education,the cultivation of students' scientific literacy has been the consensus of the world.In 2014,China's Ministry of Education proposed the core literacy of students as a key goal for basic science education and the chemistry literacy is an important part of students' core literacy.Textbook is an important basis of school class sessions,thus it can reflect the situation of chemistry teaching in Chinese junior schools through the analysis of the scientific literacy of junior school chemistry textbooks.Program for International Student Assessment(PISA)is a worldwide,internationally standardized assessment program organized by the Organization for Economic Co-operation and Development(OECD).It is the largest international educational assessment activity ever conducted.Chinese junior students has made great achievements in the 2015 PISA science test which proved that Chines basic science education has achieved good grades after years of Education Curriculum Reform.In this paper,the definition of scientific literacy and the framework for cognitive demand proposed in the PISA 2015 Draft Science Framework are used as the evaluation criteria.The junior school Chemistry Textbook version of the PEP is analyzed with the evaluation criteria in order to explain why our students get good grades in the PISA test and to find out the shortage of Chemistry Textbooks in junior middle school.