A Study On The Current Situation And Countermeasures Of Elementary School Science Teachers' Perceptions Of STSE Education

The Science,Technology,Society and Environment(STSE)objectives set out in the Compulsory Primary Science Curriculum Standards are the core and focus of the newly revised curriculum standards,an important guarantee for improving students' basic skills,and an important guide for teachers to explore effective teaching methods.The awareness and practice of STSE education among primary school science teachers will have a direct impact on the effective implementation of classroom activities,and will also have a significant impact on the new round of curriculum reform.Therefore,it is particularly important to understand primary school science teachers' perceptions of STSE education.Based on this,this study uses literature research,questionnaire and interview methods to select some science teachers in Suihua to understand the situation,collate data to analyse the current situation of primary school science teachers' cognition of STSE education,identify problems,analyse important influencing factors and finally come up with effective implementation countermeasures.The main content of this study consists of the following parts:Part I is the introduction.It mainly includes the reasons for selecting the topic,the significance of the study,the definition of relevant concepts,a review of relevant literature at home and abroad,the ideas and methods of the study,and the innovative points of this study.The second part is the connotation and components of STSE education in primary school science,including the connotation of STSE education,the characteristics of STSE education,and the components of STSE education.The third part is a survey on the current situation of primary school science teachers' perceptions of STSE education.The survey mainly focuses on five dimensions:teachers' perceptions of STSE education objectives,teachers' perceptions of STSE education content,teachers' perceptions of STSE education resources,teachers' perceptions of STSE education implementation methods,and teachers' perceptions of STSE teaching effectiveness evaluation.In the fourth part,in response to the survey results to understand the current situation,the following problems in the current primary school science teachers' cognition of STSE education were analysed: firstly,teachers' knowledge of STSE education theory is insufficient;secondly,teachers' awareness of primary school science curriculum standards is insufficient;thirdly,teachers' enthusiasm in developing and using STSE education resources is not high;fourthly,teachers' ways of implementing STSE education are relatively single;fifthly,the teachers' STSE teaching evaluation system is not perfect.Based on this,the causes of the problems are further dissected and summarised into two levels,including the school level and the teacher level.The fifth part is the improvement strategies for primary school science teachers' perceptions of STSE education.It mainly addresses the problems summarised in the previous chapter and makes rationalisation suggestions.It is hoped that the research on STSE education can provide some ideas for schools and teachers who encounter difficulties.At the same time,it will play a role in the full implementation of the new curriculum standards,thus promoting the development of primary science education.