Analysis On The Status Quo And Promotion Strategies Of The Physical Literacy Of The Concurrent Primary School Teachers In The Township Areas Of Hubei Province

In 2017,the new edition of the Compulsory Education Elementary Science Curriculum Standards was promulgated.The promulgation of this standard indicates that there are new changes in the grades and curriculum contents of the primary school science.The documents promulgated by the Ministry of Education in recent years have continuously emphasized the construction of teachers and teachers in primary and secondary schools.The ability,both of these put forward higher requirements for primary science teachers,especially the science and concurrent teachers in townships and remote rural areas,but the current level of physical literacy of primary school science teachers is not high,which will inevitably affect the quality of primary school science teaching.This paper sorts out the requirements of the science curriculum for compulsory primary school science curriculum and the professional standards for primary school teachers,and combines the TPACK theory of teacher literacy to summarize the physical literacy framework of primary school science teachers.The framework includes four aspects,namely,subject knowledge literacy,physical inquiry literacy,physical emotional literacy,and physical humanistic literacy.In order to understand the physical literacy status of Hubei Province primary school science and technology faculty,this paper uses the adapted mechanics concept test paper and scientific reasoning ability test paper to conduct a questionnaire for teachers who participated in the 2018 Hubei Primary School Science Professional Skills and Skills Enhancement(Material Science)training.The survey,through the analysis of two questionnaires,found that their overall scores for the Newtonian mechanics concept test were 37.15%,and the scientific reasoning ability test score was 59.22%.They found that their literacy and physical research literacy levels in physics were not high overall.Based on this,two solutions are proposed:the first aspect is to strictly control the entrance of primary school science teachers and increase the proportion of full-time science teachers;the second aspect is to increase the intensity of post-employment training for primary school teachers.Through the on-the-job training case of the scientific concurrent teacher--"2018 Hubei Province Primary School Science Professional Skills and Skills Enhancement(Material Science)Training",it was found that the overall evaluation level of the training participants was "satisfactory" and "very Between "satisfaction",it can be seen that on-the-job training can promote the improvement of the physical literacy level of primary school science teachers.However,the training content involves many aspects of physics knowledge literacy and physical emotional literacy.However,physics inquiry literacy and physical human literacy are less involved,and the difficulty is higher,which is different from the actual needs of the participants.Compared with Zhejiang Province,Hubei needs to improve in terms of training categories,numbers,training forms,training content,etc.It needs to increase the proportion of course content in training courses,training times,case analysis and practice.