The Research About The Measuring And Appraising Of Secondary School Students' Scientific Literacy

As the times advances, the citizen's scientific literacy becomes the basic factor for social progress. It is the key for country's prosperity and the base for country's continuous development. The students are the hope for country's future, so the countries all over the world pay more attention to the students' scientific literacy. In China's curriculum reform, the science, as an independent subject, is experiencing a transform aiming at the scientific literacy cultivation. However, there emerge many problems during the application of comprehensive science subject because of the inadequacy in theory and practice. Both the educational resources and methods have incomplete aspects. Above all, the unsuitable appraising system becomes the choke point for comprehensive science subject development.After analyzing the connotation of scientific literacy, this paper evolves from both macroscopical appraising system and microcosmic measuring application. In the macroscopical aspect, this paper compares the national science curriculum standard between Britain, America, Canada and China, and points out some advantages and disadvantages in China. In the microcosmic aspect, this paper compares two international students' assessment programs-PISA and TIMSS, and points out that PISA is of significance for China's research. Then this paper investigates the scientific literacy level of Tianjin secondary school students and discovers some problems. Finally, according to the problems, this paper tries to find some reasons by comparing the test questions between PISA and senior high school entrance exams form five provinces.In the end, this paper reflects on some emphases during the research through analyzing four words—"research", "competency", "literacy" and "development", and it brings forward some opinions for the scientific literacy training of China in the future.